Success!
I finally have been a member of a web conference that went smoothly. The Saturday, February 26, afternoon conference started on time with very few people having problems. No one made the presenter focus the discussion on there personal problems or their route in the program. There were a few who had questions that were specific to themselves but Dr. Mason answered them quickly and redirected them to the appropriate person to answer their question.
I appreciated that the attendees came with questions to be answered. I came away from this particular conference with a new opinion of the web conferences for this masters program
Thank you Dr. Mason. I am now a believer!
My previous reflection was not so positive: http://knightl.blogspot.com/2010_08_01_archive.html
Sunday, February 27, 2011
EDLD 5364 Reflections from Week 1
Readings Reflection:
I have always been a constructivist teacher. When I first started out I was a one without even knowing what constructivist theory curtailed. I always had students working in different center/station arrangements working through their own topics to increase their knowledge and keep them involved in the decisions of the classroom. I tried to make each section of the curriculum there idea by molding my questioning to drive them to the next topic to be learned. The readings of Sprague and SEDL supported my educational theories.
While in the area of professional development and technology integration, I would often come across teachers who thought technology should be a class and not “another thing” teachers should have to teach. I appreciated the article from Sprague and Dede that stated, “Technical literacy should not be taught as an isolated subject, nor should activities with technology be isolated from other activities in the classroom.” We need to integrate the technology into what the students are doing in their classrooms with their curriculum. Otherwise, the knowledge will not transfer. To me, having technology as a separate course is like having a spelling test once a week. They may know the information for the test, but a week later they will have forgotten most of what they learned.
As Solomon and Schrum remarked, Web 2.0 is allowing collaboration to be a fundamental tool for our 21st century students. Teachers can now use a more flexible model for our students to represent their learning. We do not need our students to stand and deliver a report where only one classroom can hear the information. Now with Web 2.0, our students have a global audience.
Bradford, Brown, and Cocking researched how the brain allows us to learn. I appreciated this piece since it went into detail about specifics that some teachers take for granted. We often wonder why some students spend days on a project and never finish. We must facilitate their learning with technology. They many be “Digital Natives” but they are still children and need to be given the tools to manage their time and to utilize the technology in an appropriate manner.
As McPheeters reminds us in the article Social Networking Technologies in Education, social networks have been rife with controversy especially in the field of education. We need to embrace this form of technology since our children are of a social nature. We can communicate with parents in a manner that most are already engaged.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded edition). Washington, D.C.: National Academy Press. Online at http://books.nap.edu/openbook.php?record_id=6160&page=194
McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved Feb. 24, 2011 from http://www.techlearning.com/article/16250
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved Feb. 25, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html
Video Reflection
With Constructivist theory you never lean anything from scratch as stated by Abbot. You construct bigger framework from previous knowledge and you embed new ideas with old ideas. The constructivist theorists believe everything is subjective. A good teacher takes kids where they are now and expands upon that knowledge. For me this theory is the most relative and adaptable to the 21st century classroom. I find that as an educator I utilize the constructivist theories.
The Connectivism theory as stated by Siemens centers around a network model of learning where connections people make with are with databases and other forms of knowledge are through the network of learners that a learner creates. Today due to complex environment, connectivism does not occur completely within the mind. This theory of knowledge is about distribution that happens across a network. Two types of networks are the internal neural and the external. The internal neural network is how our mind creates leaning itself in a network matter; neural networks. We can't control our neural. The external network of learning we do when we form connections with other individual learner control. There is a strong emphasis on the manner in which knowledge is evolving. We must stay current. What I learn today that knowledge may be obsolete. Connectivism is reflective. In other words, we must stay current as knowledge changes through lifetime. The social element is prominent connections with individual is what helps us to stay current.
The third theory we learned about is the cyborg learning theory. Kevin Warwick discussed how people will go from humans to cyborg: part human part electronic/robotic. This theory dedicates that within decade people will implant chips to help improve communication. When Warwick had his first implant, they place it in arm with radio frequency to identify him to his computers. He had main part in nervous system (wrist) which filed into nervous system. Electrodes he could plug into computer, in other words: plug nervous system to computer. He moved hand through nervous system to control computer. He stated we supposedly only notice 5% of stimuli. He believes we could have implants that took ultrasonic signals to stimulate which could give us an extra sense similar to the sonar in bats. Kevin Warwick connected his nervous system to his wife's nervous system. They were electrically linked through the nervous system; when his wife moved her hand, his brain got the pulses.
Cyborg theory believes in linking the human brain with technology in order to upgrade the human species. Simplistically stated, computers will do good where humans do poorly. Kevin Warwick discussed that if technology needs more memory we just go out and get more memory. He wondered why people can just go out and get extra memory when needed. This theory involves how we will evolve with education. If we can just upload knowledge, then we won't need universities and schools. We would never need to physically go on vacation. He discussed how this will have a matrix style of download/uploading knowledge and vacations. He also discussed how medical would change. We would go from chemical to electronic stimulation.
Finally discussed were the thoughts of the destiny of humans without chips. He knows there are critics since cyborg theory will change life as we know it. He sees the cyborg to be intellectually superior and able to think in more dimensions.
With Constructivist theory you never lean anything from scratch as stated by Abbot. You construct bigger framework from previous knowledge and you embed new ideas with old ideas. The constructivist theorists believe everything is subjective. A good teacher takes kids where they are now and expands upon that knowledge. For me this theory is the most relative and adaptable to the 21st century classroom. I find that as an educator I utilize the constructivist theories.
The Connectivism theory as stated by Siemens centers around a network model of learning where connections people make with are with databases and other forms of knowledge are through the network of learners that a learner creates. Today due to complex environment, connectivism does not occur completely within the mind. This theory of knowledge is about distribution that happens across a network. Two types of networks are the internal neural and the external. The internal neural network is how our mind creates leaning itself in a network matter; neural networks. We can't control our neural. The external network of learning we do when we form connections with other individual learner control. There is a strong emphasis on the manner in which knowledge is evolving. We must stay current. What I learn today that knowledge may be obsolete. Connectivism is reflective. In other words, we must stay current as knowledge changes through lifetime. The social element is prominent connections with individual is what helps us to stay current.
The third theory we learned about is the cyborg learning theory. Kevin Warwick discussed how people will go from humans to cyborg: part human part electronic/robotic. This theory dedicates that within decade people will implant chips to help improve communication. When Warwick had his first implant, they place it in arm with radio frequency to identify him to his computers. He had main part in nervous system (wrist) which filed into nervous system. Electrodes he could plug into computer, in other words: plug nervous system to computer. He moved hand through nervous system to control computer. He stated we supposedly only notice 5% of stimuli. He believes we could have implants that took ultrasonic signals to stimulate which could give us an extra sense similar to the sonar in bats. Kevin Warwick connected his nervous system to his wife's nervous system. They were electrically linked through the nervous system; when his wife moved her hand, his brain got the pulses.
Cyborg theory believes in linking the human brain with technology in order to upgrade the human species. Simplistically stated, computers will do good where humans do poorly. Kevin Warwick discussed that if technology needs more memory we just go out and get more memory. He wondered why people can just go out and get extra memory when needed. This theory involves how we will evolve with education. If we can just upload knowledge, then we won't need universities and schools. We would never need to physically go on vacation. He discussed how this will have a matrix style of download/uploading knowledge and vacations. He also discussed how medical would change. We would go from chemical to electronic stimulation.
Finally discussed were the thoughts of the destiny of humans without chips. He knows there are critics since cyborg theory will change life as we know it. He sees the cyborg to be intellectually superior and able to think in more dimensions.
Abbott, J. (nd). Building Knowledge: Constructivism in Learning. Youtube.com Retrieved Feb. 23, 2011, from http://www.youtube.com/watch?v=F00R3pOXzuk
Siemens, G. (nd). The Changing Nature of Knowledge. Youtube.com. Retrieved on Feb. 23, 2011, from http://www.youtube.com/watch?v=YMcTHndpzYg
Warwik, K. (nd). Cyborg Life. Yourube.com Retrieved on Feb. 23, 2011 from http://www.youtube.com/watch?v=RB_l7SY_ngI
Monday, February 14, 2011
Curriculum EDLD 5335 Reflection 2 ELCC Standard 5
Collaboration is a wonderful way to find solutions as problems occur. Collaborating takes the power away from one person and allows new ideas to be considered. When we work only by ourselves, we sometimes get lost in our own ideas and need others to show us different ways. I find if I don’t collaborate then my training becomes redundant. When working with different personalities, results can only be different.
Living in the 21st century has created many different ways to collaborate. We no longer only have the option of meeting face to face. I have used Wikispaces and Moodle forums to collaborate with colleagues in a written environment. Personally, I have utilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” I recently collaborated with a teacher in India to train her on Moodle where I shared my desktop so she could understand the Moodle software easier. This helped us to share ideas concerning our lesson on how life in India is similar and different to the way of life of children in the US. Collaboration is limited only to our imaginations.
My philosophy of curriculum is based on a learner centered approach. We must differentiate our instruction to benefit every child. Using data based decision making helps create an atmosphere where the teacher understands the areas that the students need more focus. It is important to use many different types of assessments. TAKS cannot be the only deciding factor. Teachers must use quantitative and qualitative assessments to make qualified data decisions. Teachers need to use the district assessments in a manner that helps make decisions.
We must use data based decisions to help create a successful curriculum. I have known teachers who have a curriculum but must deliver the same lessons on the same day for years. As an educational leader, I will work with all teachers but specifically those teachers who need alter their own philosophy to incorporate the importance of data based decision making into their classrooms to ensure curriculum is being delivered successfully.
Living in the 21st century has created many different ways to collaborate. We no longer only have the option of meeting face to face. I have used Wikispaces and Moodle forums to collaborate with colleagues in a written environment. Personally, I have utilized Tok Box, Skype, Adobe Connect, and Webex to work “face to face.” I recently collaborated with a teacher in India to train her on Moodle where I shared my desktop so she could understand the Moodle software easier. This helped us to share ideas concerning our lesson on how life in India is similar and different to the way of life of children in the US. Collaboration is limited only to our imaginations.
My philosophy of curriculum is based on a learner centered approach. We must differentiate our instruction to benefit every child. Using data based decision making helps create an atmosphere where the teacher understands the areas that the students need more focus. It is important to use many different types of assessments. TAKS cannot be the only deciding factor. Teachers must use quantitative and qualitative assessments to make qualified data decisions. Teachers need to use the district assessments in a manner that helps make decisions.
We must use data based decisions to help create a successful curriculum. I have known teachers who have a curriculum but must deliver the same lessons on the same day for years. As an educational leader, I will work with all teachers but specifically those teachers who need alter their own philosophy to incorporate the importance of data based decision making into their classrooms to ensure curriculum is being delivered successfully.
Curriculum EDLD 5335 Reflection 1 ELCC Standard 2
As a technology specialist, I am a firm believer that instruction drives technology. In this course I investigated curriculum. I work at a school that has very high expectations for their students. We do not just want our children to pass tests but to truly succeed on assessments.
Curriculum should be driven by data. During week 1 assignment 1, I reviewed AIES data from 2010. I realized that our students do very well on the TAKS test. In almost all areas and populations, more than 99% of students passed with at least 75% of students being commended in all areas. The only part that showed an area of need was in writing. 77% were commended in 2010 whereas 92% were commended in 2009. The Campus Improvement Plan indicates that by 2011, 90% of students will score commended on the TAKS.
With that data in hand, I decided to work with fourth grade teachers in increasing writing fluency with the use of online forums. I ensured that the professional development session I created worked through the areas indicated in the APA learner centered psychological principals (1997). The teachers will use a “hands on” approach to learning forums. During their training they will utilize the forum themselves whiles brainstorming ideas to utilize forums with their students.
Using data to help drive instruction is important in the classroom as well as during professional development. We must use these data based decision making skills to successfully implement curriculum objectives.
Learner-centered psychological principles: a framework for school reform and redesign. (1997). American Psychological Association., Retrieved from http://www.alamo.edu/sac/murguia/docs/resources/14%20LCPsdoc.pdf
Curriculum should be driven by data. During week 1 assignment 1, I reviewed AIES data from 2010. I realized that our students do very well on the TAKS test. In almost all areas and populations, more than 99% of students passed with at least 75% of students being commended in all areas. The only part that showed an area of need was in writing. 77% were commended in 2010 whereas 92% were commended in 2009. The Campus Improvement Plan indicates that by 2011, 90% of students will score commended on the TAKS.
With that data in hand, I decided to work with fourth grade teachers in increasing writing fluency with the use of online forums. I ensured that the professional development session I created worked through the areas indicated in the APA learner centered psychological principals (1997). The teachers will use a “hands on” approach to learning forums. During their training they will utilize the forum themselves whiles brainstorming ideas to utilize forums with their students.
Using data to help drive instruction is important in the classroom as well as during professional development. We must use these data based decision making skills to successfully implement curriculum objectives.
Learner-centered psychological principles: a framework for school reform and redesign. (1997). American Psychological Association., Retrieved from http://www.alamo.edu/sac/murguia/docs/resources/14%20LCPsdoc.pdf
Thursday, December 16, 2010
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.
Wednesday, December 8, 2010
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
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)
Friday, December 3, 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.
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.
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