Action Research Topics

As I reflected on possible research topics I tried to draw from problems I have experienced in my own classroom where I see potential for improvement. One of the topics that concern me is the issue of departmentalization versus self-contained in sixth grade. Therefore, one of my proposed topics is researching the advantages of a self-contained classroom in upper-elementary grades. My principal offered several other suggestions in addition to mine at our brief face-to-face meeting. One of the topics she proposed was researching what role the principal plays in retention of new teachers in their first three years as educators. Because of my experiences since becoming a teacher I have worked under several different principals. She felt that this exposure to different administrative styles could help me in my research. Another suggestion she offered is to look at different inclusion models at the elementary level and find out the advantages to each. Inclusion is something our campus began last year and we are definitely searching for the most effective way to implement it in our classrooms. Ultimately, I believe we are both leaning towards researching the advantages of a self-contained classroom in upper-elementary grades and the relationship between them and student success on state tests. This is a topic that has been of concern to my principal and several grade levels on our campus for the last couple of years. Teacher opinions are mixed on the issue. Since my principal is highly encouraging several grade levels, including my own, to consider this more thoughtfully for next year she feels the data may be very useful for our campus.

The Benefit of Blogs for Educational Leaders

Blogs have several benefits to offer educational leaders. I will highlight just a few here. One of the perks of using a blog is that it allows educators to communicate with and learn from other educational leaders who may be hundreds of miles away. It instantly expands their scope of influence. These blogs allow principals to share learning, both successes and missteps, of their action research. Blogs can also be a benefit between principals, teachers, and/or other stakeholders. Principals can share learning with their staff members and get their feedback in a way that is non-threatening and convenient through the use of a blog. Teachers can share collaboratively with one another on a blog as well. The benefits seem to be many when blogging is done on a consistent basis.

Action Research - What's it all about?

I have to admit that action research is a new phenomenon to me. I had never heard of it until I began this class. I have found it to be an interesting concept based on our reading and I think it will be useful to me as a classroom teacher despite the fact that I do not desire to become an administrator.

Action research is a method of inquiry by a principal or teacher. It requires reflecting on one's own practices to discover areas of weakness and targeting those areas for improvement. Once you have decided on a topic for inquiry, action research requires reading about and gathering data on possible solutions. Then, based on your findings you begin to implement solutions you have found. Throughout the entire process you must continually gauge the progress of the things you have implemented. If these are adding value, then you will continue. If they are not, then you might discard them and try another possible avenue for the expected outcome. I think one of the most important aspects of action research is reflection. You must set aside time to reflect upon the changes you've made and if they are producing the desired results. Action research emphasizes lifelong learning and inquiry.

As an educator, lifelong learning and inquiry are very important to me. I feel that it is my responsibility to continually learn and stretch myself to be a better teacher and facilitator of learning in my classroom. This is one of the great benefits I will receive from action research. I also really like the idea that I get to be the one who is fueling the research and the plan for improvement. Because I am the one in the classroom everyday I like that I do not just have to rely on some professor or outside expert who really cannot relate to my situation at my campus with my students. While there is benefit to their knowledge, sometimes it tends to be irrelevant or unrealistic to accomplish in "real life". I know that once I become more familiar with action research I will be able to use it to better my teaching practices in my own classroom and hopefully serve as a help to improve certain aspects of my campus as well.

Course Reflection #5

I learned many things about myself throughout the five weeks of this course. One of the things that I mentioned in a previous post is how I must manage my time better. I tend to spend too much time over-thinking my responses or work rather than just having confidence and going with my instincts. I also allow myself to be distracted by other things that are going on and can lose focus, which extends the time I need for a particular task. Time management is a goal that I have in mind for improving in the next course and the others that follow.

Another thing that I realized about myself during this class is how little I really knew about technology and implementing it in the classroom. I tend to pride myself on being an educator who is "in the know" and is constantly learning. I by no means considered myself a technology expert before beginning this course, but I certainly felt like I knew more than I actually did. While I had some surface knowledge of many of the Web 2.0 tools we looked at, I did not fully understand how they worked or could be used in my class. I am definitely grateful that we were required to read a technology leadership book, since it probably wouldn't have been a priority if it weren't mandatory. The book I read offered a wealth of knowledge and resources that helps me be better equipped as I enter my classroom hoping to implement some of my new learning.

One other thing that I really acknowledged about myself during this course is how little leadership experience I have. I knew this of course, but when we actually had to put it on paper in our Curriculum Vita it made me think about it more. I don't typically consider myself a leader because I tend to be quiet and would much prefer staying in the background to being in the spotlight. What I've realized though is that I don't have to change my personality; I just have to be willing to step out of my comfort zone. I want to be the best teacher I can be and I also want to help other teachers be their best. This will require some new adventures for me, but I am excited to build my leadership experience through my Internship.

Course Reflection #4

Thankfully, I was successful in carrying out the course assignments. Was there room for improvement? Always! However, I am proud of the work that I turned in. Some weeks were definitely better than others. While I did manage to achieve success on all the assignments there was one thing that I learned quickly could stand in my way if I let it. That one thing was time management! When I began the course I think I started it a little naively and I wasn't aware of the magnitude of time and effort it would require. One of my weaknesses has always been procrastination. I learned in week one that procrastination was a recipe for disaster in this class. This program requires dedication and effort that I think outmatches that of a traditional classroom delivery. I easily spent fifteen to twenty hours each week completing the readings, discussion board, and assignments. I am not complaining. I am just simply stating that one of the learning curves in this class for me was realizing the requirements involved and managing my time accordingly. For that reason, I am very grateful that I started the program during the summer. Now I know what I have to do to be successful and I am hopeful that I can figure out a time management system that works for me in the upcoming classes once I am back at work full-time.

Course Reflection #3

When I look at my progress in this class as a whole I am definitely pleased with my results. I, of course, made mistakes and blunders along the way but I am satisfied knowing how much I learned. As far as learning outcomes, I feel that one area where I am still weak is that of acquiring knowledge for providing and supporting campus technology infrastructure and digital service. We had several readings that helped to better inform me and they did to a certain extent; however, I humbly admit that when it comes to infrastructure and all of the inner workings of what fuels technology my brain tends to wander. I'm sure that is shameful for someone who is seeking a Master's in Educational Technology Leadership to admit! It's not that I don't want to understand these concepts, it's just that I have a much harder time with them. As a teacher who loves her job and being the best she can be, I am always excited by the hands-on tools I can implement in my classroom. I find the infrastructure much more difficult to process and therefore much less exciting. This is something I hope to work on becoming more proficient at in my future courses.

Course Reflection #2

The learning outcomes of this course are undoubtedly very relevant to my work. The topics that were covered in this class will be invaluable to me as an educator. I feel better prepared to start another school year and hopefully implement much more technology than I previously have. Of course, the fact that we learned about digital natives and what they require will help me in this endeavor. Also, the practical tools that we learned about and became familiar with both through our assignments and our leadership book, are ones that I can take back and use in my classroom much more confidently than before.

Another learning outcome that is hugely relevant to what I do as a teacher is learning about ethical use, intellectual property, copyright, and cyberethics. I have to admit that I myself was a little ignorant on these issues, especially when it came to copyright. It is such a complex issue, but I feel that I received a few resources that make it much easier for me to understand more fully and explain to my colleagues. I also feel much more prepared to teach my students how to be ethical users of the Internet and how to protect themselves from predators. I always saw this as one of my responsibilities as an educator, but I didn't feel well equipped to do it. I am grateful that most of the learning outcomes of this class were directly linked to my needs as an educator and a leader of technology use on my campus.

Course Reflection #1

I have to admit that prior to the beginning of this course, I wasn't quite sure what to expect. This was my first course in my Master's program and I didn't exactly know what I was going to experience along the way. I hoped to get my feet wet in this course and begin to understand what the program would be all about and to get a basic introduction to becoming a leader in educational technology.

The truth of the matter is that while I came in unsure of what I would learn, I was definitely not disappointed. I gained so much knowledge in this course. As I looked back over each week's learning outcomes and assignments I was reminded of that fact once again. I learned how to assess my own abilities with technology and leadership. I became more familiar with the STaR chart and ways that districts measure their progress in technology. My favorite week was probably week 3 when I was able to actually use the tools that I could incorporate into my class, such as wikis and blogs. While not as exciting, but very important, I also gained a wealth of information about copyright and cyberethics. This is vitally needed so that I can help my students be responsible users of Web 2.o tools. Overall, my learning far exceeded any preconceptions about this class and I am excited to move on to my next course.

Web Conference Reflection

The web conference was interesting, albeit frustrating at times. I am actually glad that it was required of us this time because it forced me to try it. I had never participated in anything like that and am glad I have now gotten to experience one. I appreciated seeing and hearing from Mrs. Borel. The part of the conference that I found most useful was hearing her discuss our internship and how the process of applying and planning would work. One thing that I really wish could have happened that did not was her giving a few explanations of some task examples based on the 33 standards. For example, if she had just said here is standard 1 and based on this some task examples would be such and such. That would have been so helpful to me because I have found the text to be much less helpful than it was promised to be. There doesn't seem to be much more explanation than our handbook provided.

Most of the frustrations were to be expected from a group of first-timers. There were times when people's microphones squealed unpleasantly and when Mrs. Borel's speaking cut out completely. There were moments when she seemed to be in fast forward mode and I couldn't understand her at all. I'm sure these are issues that can be smoothed out with time, patience, and practice. I plan on attending a few more web conferences so I can gain some more experience. Overall, it was a positive learning experience.

E- RATE Slide show - week 2

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Posting #3 National Educational Technology Plan

The National Educational Technology Plan centers around five important goals that the U.S. Department of Education feels are necessary for bringing about needed change in our educational system. One of the goals noted is that learning experiences should be engaging for students both in and out of the classroom so that they can function in a 21st century society. The second goal is that schools will use technology to assess and use that data to continuously improve instruction. Third, teachers should be supported alone and in teams and that support should drive them to be more efficient educators. Fourth, all students should have total access to sufficient infrastructure that will fuel their learning. The last goal is that schools will redesign their processes and structure so that they best use time, money, and personnel.

The plan speaks to teaching, as it is now, and as it should be if the plan is successful. Right now the plan describes teaching as isolated, from both colleagues and other experts. An educator's task has been to cover his/her curriculum and ensure that students are prepared for standardized testing. Also, professional development happens in isolation at sporadic times with little connection to content or integration. The National Educational Technology Plan prescribes a paradigm shift for teaching. No longer should teachers teach in isolation, but rather in connection with their colleagues, experts, and their students. In order for teachers to do this effectively they must have appropriate technology in their grasp so that they can focus on creating a more learner-centered environment for their students. Collaboration is the key to connected teaching. Professional development should become more ongoing and aid teachers in integrating technology within their content.

Not only will teaching see a paradigm shift, but as a result, so should learning. Learning has tended to be more of a one-size-fits all mentality. Traditionally, one educator is in the classroom dispensing knowledge to their students in the same manner. The plan sets out to see learning transformed with the help of technology. It suggests that there should be core competencies that each student is learning but the way that they are making meaning of the content should be individualized with much of the choice lying on the students' interests and ability levels. In other words, differentiation should be taking place in all classrooms and technology is an avenue to facilitating it in a successful way.

The plan has goals and a vision for education that are encouraging and inspiring. The goals do not seem to be unreasonable to me. In fact, they are based on research, thinking, and trends that have already been surfacing in education. The most obvious obstacle to me seems to be supplying teachers with the technological resources required and the training to be prepared to use them.

Posting #2 District Technology Plan

The goal of our district's technology plan is to "infuse 21st Century skills throughout the District integrating technology as a tool for problem-solving and creativity." Mesquite ISD seeks to actualize this goal by equipping teachers and students with 21st century tools. For example, campuses have student computers, laptops, Promethean boards, IPod touches, and other technological equipment available for use.

In order to ensure that teachers are prepared to use this equipment our district offers multiple staff development opportunities. Most of the staff development classes teach teachers how to use the technology and offer suggestions for classroom application. Some of the classes are unique in that they teach teachers how to train their students in using the technology. Technology specialists are responsible for planning and implementing staff development opportunities; however, teachers are also encouraged to teach classes and share their expertise with others. All teachers who attend classes receive a stipend known as "Pay for Knowledge". This is just a small incentive that our district uses to encourage teachers to continue learning.

All of this technology comes at a price. Our district participates in E-Rate but also budgets for the portion that is not discounted. One of the ways that allows for resources that we cannot afford with our budget is by receiving grants. Our technology specialists write grants regularly that allow our campuses to gain new technology tools. Teachers are also encouraged to write grants and classes are offered to train them in this endeavor.

Software and other resources are typically assessed for their usefulness in improved student learning by evaluating student data through various assessment tools. Teachers are also frequently surveyed for their input about technology usefulness in their classrooms. Mesquite ISD relies heavily on STaR chart to monitor their progress toward reaching district and campus technology goals. The data from STaR chart helps to guide administrators and teachers as they write their campus improvement plans.

All of these elements work together to help our district progress in the area of technological advances so that our students will benefit from learning and working with 21st century tools.

Posting #1 Technology Assessments

Technology assessments have a worthwhile purpose for educators. These assessments help to identify areas of strength and weakness. There is an enormous emphasis on data-driven decisions in education. On my campus our data drives our decisions about our instruction. We base our tutoring and acceleration groups on data. The list could probably go on and on. My point is that data drives so many of the decisions we make within the context of teaching and education. Therefore, it only makes sense that we would also use data to assess where we are on the road to meeting the standards of the Long Range Texas Plan for Technology. We cannot fix what we are not aware of, so it is essential that we have assessments that help us evaluate what we are doing well and what we need to improve upon. The STaR chart is useful because it allows you to see a snapshot of just your campus. I appreciate that it is broken into different categories with very specific descriptions of each. This allows you to see that while your Infrastructure may be on target, there is still a need to improve upon Educator Preparation. The information and readiness levels are broken up in a reader-friendly format that makes analyzing strengths and weaknesses quick and simple.

While there are many advantages to using technology assessments such as the STaR chart, there are also some disadvantages. On one hand it is nice to be able to see a snapshot of your campus; however, on the other hand it doesn't necessarily give you an accurate picture of how you are doing with the technology standards. For example, there are some areas that I would view as a strength for myself that are ranked as a weakness with my campus because we are all lumped into a group together. Because there may be a majority of teachers on my campus who strictly use technology as a means for organization and classroom management, we may never move ahead to a more advanced level, despite the fact that a number of teachers integrate it into their lessons. Another disadvantage that I find with the technology assessments is that they are not all created equal. Some of the surveys we completed last week I found to be a bit irrelevant and meaningless. For example, there was one survey in particular that had questions that I had to mark happened less often simply because I do not have the technology readily available for my students. Once I had completed the survey it showed that I was at the very beginning stages, citing that I may occasionally use the internet or word processing tools. The explanation was ridiculous and did not apply to me at all. So, while some surveys are very meaningful others can be useless if the questions are too vague or general.

Despite the fact that there are both pros and cons to technology assessment I still believe that it is essential in helping us move forward with 21st century tools in our classroom.