Action Research course reflection: TF IV.C

TF IV.C

Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

Action research is more than just having a topic and finding information to prove what you already knew. With action research you consider a topic of interest that will benefit further study that will have an impact on your school community. Action research is not a passive form of research. You can find and utilize different types of action research. Four types of action research for principals in an educational setting are through university coursework, superintendent/district meetings, leadership teams, and professional learning communities.

Blogging can be utilized by educational leaders to not only address their own learning but to share their learning with others. Blogs are a wonderful resource for reflection. If a leader wrote their reflection only a few others could benefit from their journal, whereas on a blog, anyone with internet connection can benefit from the leaders perspective. We must think more globally in education and even in our own reflections.

A few years ago my principal and I discussed the utilization of a one-to-one environment for our school. I have been researching the technologies available. Previously I was never impressed with a laptop that could be financially feasible and sustain the technologies utilized. Recently I found the Dell 2110 and networkable cart. After finding the Dell Netbook I was eager to find ways to implement this technology. Working with my principal, we designed a 5 year vision along with getting parent approval for purchasing using gifted money to our school. We decided that utilizing a one to one environment was more practical cognitively and financially with our third and fourth graders at our school that teachers Kindergarten through fourth grade students.

Since we decided on third and fourth grades to begin the one to one laptop initiative we thought it was important to begin with piloting the laptops in two of the six fourth grade classrooms and two of the six third grade classrooms. Since third and fourth are pivotal years in language arts testing, I wanted to ensure the proper implementation of these tools. I have decided to do an action research into how can the utilization of a one to one laptop environment help improve Language Arts in third and fourth grade classrooms.
In the course discussion board, I received several comments concerning my topic of research. Most people were very excited to learn the results of my study. One colleague posed a question that I had not considered. She asked if I planned to survey the students concerning their perceptions of the one to one laptop initiative. After reading her post, I have added a survey component to my action research where I will survey the student in third and fourth grades both students in the pilot and those not in the pilot program.

Since I am doing my research with third and fourth grades, they have many benchmarks and preliminary tests that are similar to TAKS. We also utilize MAPs (Measures of Academic Progress) testing which has a reading section. Third and fourth grade classrooms also do benchmarks and progress monitors throughout the year to assess students skills attained. To collect quantitative data I am going to compare results between classes utilizing 1-1 and classes not utilizing 1-1 at the same school. For qualitative data, I will discuss with teachers their utilization and their perceptions. I want to also work with the classes and try different Web 2.0 sites for collaboration.

During my action research project I will ensure that I disseminate the information learned. I plan to blog about my findings within my blogger site to ensure that whoever wishes to learn the findings can easily attain the information. In Leading with Passion and Knowledge, Dana states that it is important when sharing information from action research to include four components, “1-providing background information, 2-sharing the design of the inquiry, 3-stating the learning and supporting the statements with date, and 4-providing concluding thoughts.(p.163)”

I learned in this course that planned action research will give me an opportunity to organize my findings and to steer me in the correct direction. I will be able to more easily work with my teachers now that I have a stated goal of research.

Reference:
Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.

Action Research week 4

On Tuesday, December 7, 2010 at 2:30. Robert Harris and I met in a conference room which also is used as a literacy library. I must admit that next time I meet with my site supervisor I will pick one of the conference rooms which does not have a secondary purpose. Using the Literacy Library at the end of the day when teachers are preparing for the following instructional day and collecting materials, was not the best thought out idea. Needless to say, we were interrupted several times by very well meaning teachers needing their guided reading materials. We were also interrupted by those needing books but who also wanted realized the district technology coordinator and the campus technologist were meeting in private behind closed doors.
Robert and I had a great discussion about my topic and this assignment has made our professional relationship stronger. We have an assigned discussion topic to control our discussion which created an organized dialogue possible. Often, Robert and I can get off topic rather easily. With this topic we tried to complete our idea gathering and sharing in a manner to which helped both of us. I was able to discuss the plans and strategies my school planned on utilizing with the 1-1 program. Robert was interested in learning about how I planned to collect the data. One aspect that we decided to update on the Action Research Plan was on conducting a benchmark technology test. We are going to use the district 5th grade technology benchmark with our 4th graders in May and again next year in May to compare the data.
We also discussed and agree that is was important when beginning a 1-1 that the teachers understand it is not about the tool but about learning. We need to focus on the content we are working on with our students and use the laptops as a seamless tool for integration. We need to not focus on the technology.
Action Research Plan Link http://tinyurl.com/LKActionPlan

Action Planning Template

Leanne Knight

Goal: How can the utilization of a one to one laptop environment help improve Language Arts in third and fourth grade classrooms?

Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Discuss topic with Principal, and site supervisor	Myself, Dr. Lynda Carter, and Robert Harris	November 22, 2010/December 3, 2010	Intern Plan	Creation of action research topic.
2. Meet with 3rd and 4th grade teachers implementing 1-1 to train on proper execution of Netbook carts for effective utilization.	Myself and Participating teachers (2 third grade teachers, and 2 fourth grade teachers)	January 2011	Training materials created by me, articles and books for books study	Teacher feedback and active monitoring
3. Meet with 3rd and 4th grade 1-1 teachers and introduce lessons to enhance language arts with integrated technology.	Myself and Participating teachers (2 third grade teachers, and 2 fourth grade teachers)	February 2011	Lessons created by me using Web 2.0 tools	Teacher feedback and active monitoring
4. Conduct monthly meetings with 1-1 teachers to discuss proper utilization and concerns. Give suggestions, lessons, and professional development as needed.	Myself and Participating teachers (2 third grade teachers, and 2 fourth grade teachers)	January 2011-December 2011	Time, projector, laptop, Dell 2110 Netbooks	Teacher feedback and active monitoring
5. Collect data from all 4th grade writing and reading fall 2010 and 2011 benchmarks, TAKs writing and reading scores 2011. Collect data from all 3rd grade reading benchmarks 2010 and 2011, TAKs reading scores 2011.	Myself, Participating teachers (2 third grade teachers, and 2 fourth grade teachers), Dr. Carter	December 2011	Disaggregated TAKS scores, benchmarks, progress monitors	All data accounted for
6. Evaluate data from all 4th grade writing and reading fall 2010 and 2011 benchmarks, TAKs writing and reading scores 2011. Evaluate data from all 3rd grade reading benchmarks 2010 and 2011, TAKs reading scores 2011.	Myself, Participating teachers (2 third grade teachers, and 2 fourth grade teachers), Dr. Carter	December 2011	Disaggregated TAKS scores, benchmarks, progress monitors	Quantitative and qualitative results
7. Compare the results from 1-1 classrooms to 3rd and 4th grade classrooms not piloting program.	Myself, Participating teachers (2 third grade teachers, and 2 fourth grade teachers), Dr. Carter	December 2011	Disaggregated TAKS scores, benchmarks, progress monitors	Disaggregated TAKS scores, benchmarks, progress monitors comparison

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Action Research week 3

A few years ago my principal and I discussed the utilization of a one-to-one environment for our school. I have been researching the technologies available. Previously I was never impressed with a laptop that could be financially feasible and sustain the technologies utilized. Recently I found the Dell 2110 and networkable cart. After finding the Dell Netbook I was eager to find ways to implement this technology. Working with my principal, we designed a 5 year vision along with getting parent approval for purchasing using gifted money to our school. We decided that utilizing a one to one environment was more practical cognitively and financially with our third and fourth graders at our school that teachers Kindergarten through fourth grade students.

Since we decided on third and fourth grades to begin the one to one laptop initiative we thought it was important to begin with piloting the laptops in two of the six fourth grade classrooms and two of the six third grade classrooms. Since third and fourth are pivotal years in language arts testing, I wanted to ensure the proper implementation of these tools. I have decided to do an action research into how can the utilization of a one to one laptop environment help improve Language Arts in third and fourth grade classrooms.

Since I am doing my research with third and fourth grades, they have many benchmarks and preliminary tests that are similar to TAKS. We also utilize MAPs (Measures of Academic Progress) testing which has a reading section. To collect quantitative data I am going to compare results between classes utilizing 1-1 and classes not utilizing 1-1 at the same school. For qualitative data, I will discuss with teachers their utilization and their perceptions. I want to also work with the classes and try different Web 2.0 sites for collaboration.

During my action research project I will ensure that I disseminate the information learned. I plan to blog about my findings within my blogger site to ensure that whoever wishes to learn the findings can easily attain the information. In Leading with Passion and Knowledge, Dana states that it is important when sharing information from action research to include four components, “1-providing background information, 2-sharing the design of the inquiry, 3-stating the learning and supporting the statements with date, and 4-providing concluding thoughts.(p.163)”

I am finding that having a planned action research has given me an opportunity to organize my findings and to steer me in the correct direction. I will be able to more easily work with my teachers now that I have a stated goal of research.

Reference:
Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.

Action Research week 2

My site supervisor left on a cruise for the Thanksgiving holiday on Sunday and will not return until this coming Sunday when this assignment is due. In an attempt to resolve the issues I needed for my action research, I consulted with several of my colleagues. I am lucky to be a campus instructional technologist (CIT) and have many colleagues who are Technology Leaders in their own schools. I contacted by phone two of my fellow district CITs who have masters in technology leadership to discuss my action research topics. On Monday I contacted Mindy Woods and on Tuesday I contacted Leslie Kennemer. I was very pleased with my discussion with these educators because it allotted us time to discuss issues we are often too busy to discuss. Our district implements programs per school decisions not at a district level. Mindy was helpful in discussing the one-to-one initiatives’ needs. Leslie was extremely helpful in ensuring the question was specific enough to actually narrow down for a short term research and not one that will require work in and information gathering in every subject area.
Since my school is looking into a one-to-one laptop initiative in the third and fourth grade classrooms, we discussed ways of utilizing that area of need as the main action research area. I decided on using “How can the utilization of a one to one laptop environment help improve Language Arts in third and fourth grade classrooms?” as my action research question.

Action Research week 1

Action research is more than just having a topic and finding information to prove what you already knew. With action research you consider a topic of interest that will benefit further study that will have an impact on your school community. Action research is not a passive form of research. You can find and utilize different types of action research. Four types of action research for principals in an educational setting are through university coursework, superintendent/district meetings, leadership teams, and professional learning communities.

I find myself actively involved in at least two of the four types of action research. Through my Lamar coursework, I am actively involved in university coursework. At my school level, I am involved in leadership teams. I find myself in the budding forms of professional leadership communities. I am sure with the correct protocols they would be much more beneficial.

Blogging can be utilized by educational leaders to not only address their own learning bu to share their learning with others. Blogs are a wonderful resource for reflection. If a leader wrote their reflection only a few others could benefit from their journal, whereas on a blog, anyone with internet connection can benefit from the leaders perspective. We must think more globally in education and even in our own reflections.

In the Leading with passion and knowledge written by Nancy Fitchman Dana she interview a principal who commented on action research by saying, "Rather than someone else telling me what I should be doing to my teachers and to my students, through engagement in inquiry I'm learning with my teachers and with the students in my building by closely taking a really hard look at what I’m doing and what I need to do to change it."

EDLD 5363 Course Reflection

With a title of Video Technology and Multimedia, I assumed we would learn about innovative ways of using cutting edge multimedia tools. During the course we used Photo Story, video editing software, and audio editing software while working with a group of unknown people. Weeks one through three were reviews of tools I use on a daily basis.

Creating the PSA was a new experience for me. I luckily knew how to share large files over the internet which was a practical skill for this assignment since I had to share the video files with the editor on our team. When the assignment was first released, I was worried about working with a group of people I did not know. I found a group and met them all via email to begin. When our group reached 6 people, we realized we had to split. One group was geared to working with older students and adults. My group was geared to working with younger children. All six of us decide to meet via web conference on Toxbox. After the initial hour on the conference our group deiced to meet separately to discuss our PSA particulars. After the video conference we were able to collaborate functionally over a wiki I created for the large group. We also utilized email for direct conversations that required quick responses.

I also, learned about Creative Commons licenses. I had been at several conferences that discussed them but had never truly delved into their usage until this course. I now have a better understanding of its concept. On the PSA we decided that since it had video of my daughter who is eight, we wanted to limit others from editing the video for her safety. We chose a license that stated, "Chatting with Kids About Being Online by Leanne Knight, Patty Odom, and Stacey Thompson is licensed under a Creative Commons Attribution-NonCommerical-NoDerivs 3.0 Unported License."

The topics covered in EDLD5363 were extremely relevant to the skills required in my job. As a campus technologist, I use a variety of technology on a daily basis. In elementary school multimedia is a large portion of how I effectively assist teachers and students. I work regularly with video editing software both Adobe Premiere Elements and Movie Maker. I also help students and teachers in grades first through third create videos using Photo Story. I am actively engaged in helping teachers create podcasts using Audacity and posting the files to a site with an RSS feed. EDLD 5363 was a review of what I do on a daily basis. It was nice to re-examine all of the features of the different software I use regularly. I appreciated learning more in depth features of Audacity. While learning about video editing software I compared the free trial of Adobe Premiere Elements to Microsoft Movie Maker. I admit I wanted to learn some of the newer products for multimedia instead of the tools schools have been utilizing for the last ten years.

We need to remember we should be using twenty-first century skills with our students. Not only have we been in the twenty-first century for ten years but our younger students have known nothing else. As educators with a concentration in technology, we need to go beyond just learning these skills. We need to be utilizing as many up to the minute tools that have been released and have shown to be robust. We should never take a step back in technology or we have lost our audience. Many of the tools utilized in EDLD 5363 are tools that are becoming outdated with the utilization of web 2.0 tools. Photostory is a great tool but there are many newer ones being released that have better functions and will keep our students interested. We should be given an opportunity to learn about the newer tools since our teachers come to us as a guiding resource of knowledge in innovative technology.

Our team was extremely successful in completing the assignments. I do admit though that we were successful by pure determination on our parts. We would complete most of the PSA, then find out another component of the assignment which was not detailed in the online CourseWhere, emails from the IA, or rubric. Luckily, at least one of the team members was present in at least one web conference each week. Otherwise, we would have missed the new requirements that were added weekly. For example, on the PSA rubric and the assignment it never discusses the number of narrators. During a web conference. Dr. Abernathy said there should be at least two narrators. So our team had to edit our final PSA per her new requirement. Nowhere on the rubric does it discuss giving Creative Commons licensing but during a web conference, Dr.Abernathy was adamant the participants of the course add a license to their PSA. So, we had to edit our PSA yet again.

During production of the Photo Story I was confused about the personal digital story. I contacted my IA and she suggested I do a story on my partner. So may partner and I started construction of stories on each other. A few days later, I was in a web conference where Dr. Abernathy was adamant we do stories on ourselves. So, my partner and I had to recreate our stories. I ended up creating three different movies and had to decide which one best fit the rubric and Dr. Abernathy's expectations.

During the week our class had to compare video editing software, the assignment went between a podcast and a video assignment. I was confused again about what the actual assignment entailed. In one of Dr. Abernathy's web conference notes, it stated the video needed to be no more than one minute. The conference notes did not state whether the video was referring to that week’s assignment of the PSA assignment that was to begin the following week. With not knowing, I created two video tutorial and two tutorial podcasts. I created one that was under a minute and another that was more in-depth lasting around five minutes. I definitely ended up with a working knowledge of Movie Maker, Adobe Premiere Elements, and Audacity that week.

While working on the PSA, I learned how easy it is to work with a group where each member is hundreds of miles apart. We never met in person only through electronic means. I learned that I have an ease of use with cloud computing. I have used online web 2.0 tools on a regular basis for my own use and I teach teachers at my school their use. I discovered that if you have people who are willing, they will collaborate online. I thought I could only work with a group via face to face meetings and use online software as an alternative. Now I know online software can be used as a primary form of collaborating and reinforcement.

PSA Post-Production Group Review

Once our group for the EDLD 5363 was finalized, our PSA collaboration went rather smoothly. We each took at least two jobs and dove into the PSA. Never once did any member fall short of the expectations. Stacey Thompson and I met via Toxbox to go over pre-production. Patty Odom could not make our web conference due to having to work late. Stacey and I were able to analyze our preliminaries. We then all three discussed via email our expectations. On the wiki I created, we were able to easily update sections and create script, shot lists, and narration. When Patty finished the script while being the director, I was then able to create the shot list. After all the shots were recorded using my family as the talent, I converted the shots to compressed .wmv files since she was using MovieMaker. I then uploaded onto Adrive (an online storage site) and gave Stacey the username and password I created for this assignment. Since I compressed the files, Stacey was able to download the files with ease. Once Stacey finished editing the movie and adding narration, my husband lent his voice for the eighteen seconds of narration. I created a Creative Commons license and shared with the team. We went with a license that states, “Chatting with Kids About Being Online by Leanne Knight, Patty Odom, and Stacey Thompson is licensed under a Creative Commons Attribution-NonCommerical-NoDerivs 3.0 Unported License.” Stacey edited the video with the appropriate license. I posted the video onto YouTube.

During this entire process, the group kept up with editing the wiki and Patty updated our email discussions to the wiki. All in all, I could not have asked for a better team. We seemed to all be driven individuals who appreciated each other’s strengths. We also accepted any and all suggestions. I was pleasantly surprised with the professionalism exhibited by my group.

Movie Maker vs. Adobe Premiere Elements

Movie Maker and Adobe Premiere Elements are wonderful pieces of video editing software. How does one choose?

Movie Maker is such a wonderful tool for novice video editors. As you enter the software the left task pane generously guides the user. Each time I have used this software and also when I have trained people on its usage, I take them through steps one through three on the task pane.

Users simply go through the first steps whether they need to bring in their video from a camera or if they already have the video in file format for use on their computer or network. It is recommended to have the videos saved to the hard drive of the computer since Movie Maker has trouble locating extension through networks. The software appreciates files on the C drive and also if it is saved on the C drive it makes it easier to save the project file for use at another computer. The first step also allows for importing audio and photos. Drag and drop videos, photos, and audio onto the storyboard/timeline.

In step two the user can edit the movie. It easily adds effects, transitions, and adding titles and credits. This is the pizzazz step. This helps to make a movie more interesting for the viewer.

Also in this step, if you are familiar with the software, you can effortlessly cut videos in the timeline area. You can also easily move your photos and videos around in storyboard. You can save at any point but it will be a project file. You don’t receive a movie extension (AKA: wmv) until you complete step three.

Stop three is for the final movie. In this step it is helpful to know the purpose of the movie. Will this be posted on a webpage needing a smaller compressed file or will this be created into a DVD for higher quality playback? I usually first make one for high quality playback so I can ensure that the movie is correctly edited. If it is up to standards, then I will go back to the project file and save an additional compressed file taking in mind the final destination.

Problems I have encountered with Movie Maker is that many times videos will have a codex that is required for the video to be edited but the software does not guide you with how to find the codex. I have had to use professional software to convert simple videos that did not correlate with the file extensions Movie Maker allows. Also, if the user moves the original movie files Movie Maker will give a large red “X” until the user relocates the videos in the software. In other words, it does not automatically import the video but just uses a file association. Large files slow the computer down while editing and may cause a computer to crash.

Adobe Premiere Elements is also a wonderful tool but does require a purchase after the free trial is over for further use. To purchase just Elements is a total of $79 while on sale and regularly $99. For someone who works with videos more frequently, they may just want to purchase this software.

I found Adobe Premiere Elements a wonderful tool. Having used Movie Maker first, made the transition of learning Elements easier. It did not have the steps in a task pane but still had an easy to use platform. I tried importing many different files with a variety of file extensions. Adobe Elements allowed more than Movie Maker which was a special treat. The first step when using Adobe Premiere Elements was choosing whether new project, open project, or capture a video from an external source. I also like that at this point it has tutorials provided. After choosing new project it quickly takes the user to the “save” feature which might be confusing for a novice. They could easily rush through this important step and not know here they are saving their project.

For me it was easier to use the icons that searching through the file menu. The interface was not as simple to use as Movie Maker, once the user figures out where the buttons are to get started they will enjoy Adobe Premiere Elements. Once video, photos, and audio are imported and drug to the timeline, it looks very similar to Movie Maker but with more options.

As with both pieces of software, editing was a breeze. I never had to worry about my computer crashing or the software freezing while using Adobe Premiere Elements. I also found I did not get as annoyed with lag time while using the Adobe software.

I learned you get what you pay for. If you are a novice that only needs to edit videos on a basic level, use Movie Maker. But, if you are going to use a large number of videos, photos, and audio, you will want to really consider Adobe Premiere Elements just for the simple fact you will have more freedom with the software and less frustration.

With students you could use either software. Garrison wrote, “Whatever you do not know about the equipment can probably be figured out by your students.” So the user should not fear using either software. Someone in their class could help them figure it out. Our students can “tinker” and figure out what might take us, the Digital Immigrant, much longer to figure out. So, when in doubt or stuck, ask your Digital Native. They can figure it out.


Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html

Web Conference Reflection

I have used and helped colleagues use all different types of web conferencing software. This year my district is using WebEx. I used Adobe Connect a few times but am not proficient in its usage. As I entered the web conference on August 28 at 11:00 AM I tried to follow the assignment posted saying we needed to go to the left and adjust our sound. I ended up going to the left and accidentally telling Dr. Abernathy to lower her voice. I quickly realized that was a way to talk to the leader of the discussion. One of the first questions was what Cohort we belong. I haven’t the slightest idea what Cohort I belong, so I felt a little panicked that I did not have all the information needed for the conference. After the conference begun the sound was echoing but I could handle such problems. I tried to follow the spoken conversation and the written conversation.

About 10 minutes into the conference Dr. Abernathy’s voice could no longer be heard. So, we continued the discussion via text chat. After 10 or more minutes Dr. Abernathy realized her headset had been set for mute. So, we could continue hearing what Dr. Abernathy was saying. Most of the conference was in helping one person who was having difficulty downloading Photo Story to her computer. Some of the information covered though was Dr. Abernathy explaining that the assignment this week was to create a movie about ourselves. It was realized then that the IA’s and Dr. Abernathy were not aligned. Dr. Abernathy stated she would need to get with her IA’s so her expectations were realized. It is a little disconcerting to know that the instructor is giving us one set of instructions; yet, the people grading us are not privy to that information.

I am glad I have been apart of many web conferences or I might not have seen the benefit if this had been my first. It just felt a little disjointed, but I am sure I just joined a conference that was a little “off.”


I am updating this post at 11:19 AM on Saturday, September 4, 2010:
I thought I would give the web conference a try again on September 4 at 11. I entered the Lamar Adobe Acrobat Connect Pro Meeting site and requested entry. I started this process at 10:52. By 11:05 I thought maybe it was my computer so I tried my other laptop. I requested entry at 11:10. I waited by two computers for my request to enter to be accepted. At 11:14 the message on the screen changes and says "The host has ended this meeting. Thank you for attending." I figured I needed to reenter the meeting. I closed out of all the web sites, accessed my Lamar email that had the link for the site and triple checked that I had the correct date and time. After attempting for the fifth time to enter at 11:16, I have to stick to my previous statement on the web conference experience.

Photo Story reflection

Why is creating a video about yourself so difficult? When I began this assignment I contacted my coach and she suggested I do a video on my partner. I thought that would be a challenge but sometimes you can truly learn about your team memebers when you have to do something a little out of the box. But, during a web conference with Dr. Abernathy, she specifically said we had to do the video about ourselves.

I created five different versions of my story. I did not want to make a video too personal or too professional. What a delima. So, I decided to go with a little of both. Since I am an individual who is completely different in my professional life than I am for my personal life, I let that begin my focus and then stear the video towards my professional life.

Creating the video in Photo Story was the easy part since I have been working with this software for more than five years. I was glad it was something in which I was familiar since this was the first week back at my school with the children and back at school with Lamar.

Even though I was familiar with the software, I kept redoing my story. I kept to the storyboard and the script even though both got updated several times, also,

All in all, it was a great experience to create a story about myself. It was an experience I would not have taken time to do without this course. Having read the Storytelling Cookbook and watched several videos from teh storytelling web site, I was able to gear my video in a way that made feel proud.