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.