EDLD+Research

This class really surprised me on its content. I was expecting an introductory course on research instead I came out with a wonderful new tool called action research.

Week 1 The action research idea I am going to investigate is similar to many of the Ideas I have read. I want to see investigate how to get teachers to use the technology available at the schools. I am just starting as the campus instructional technologist. I was surprised by all the tools the new school had compared to the one I had come from. I don't know if they had more tools because the new school is older, is a Title 1 school, or if they have spent their money in more interesting and creative ways. I am hoping that those tools weren't available at my old school and I just didn't know about it. During my interview it became clear that the principal wants teachers to be using technology and not only after TAKS. She wants the students to be ready for the 21st century and realizes that it starts in elementary school.  As my classmate David mentioned the technology gap continues to widened. While we don't have money to change what people have at home right now. We can work hard to ensure that while at school all students from all schools get knowledge and skills in technology literacy that will make them ready for their future. If we continue to allow only students that are at high preforming schools to gain these skills we are failing in or task to prepare those students with the most need for a technology rich future.

Week 2 As Dr. Jenkins said, choose a topic that is of interest to you. With that in mind I am also taking on a technology based action research. I am going to be looking at "How to get more teachers to apply to technology in meaningful ways to encourage learning in the economic disadvantage populations?". Districts are spending millions of dollars for technology and schools spend thousand for different software. I don't believe their are miracle tools I have been teaching too long to fall for that. But I do believe their are types of tools that if used effectively by teachers can support learning for all students especially those that are economically disadvantaged. What are the effective use of the tools we have, a few smart boards, projectors, soon document cameras? I believe this to be significant because it will improve student scores. If it is successful in raising student scores then it would be a great way to interest those who are fearful of trying more with technology because I believe all teachers will do what is best for their students.  Dana, N.F. (2009). //Leading with passion and knowledge: The principal as action researcher.// Thousand Oaks Ca., Week 3 My Blog: http://matthewgarrettsactionresearchjourney.blogspot.com/  The context of my study is looking at improve scores for the economically disadvantaged by teacher integration of technology. My study will be conducted at a Title 1 elementary school. The work will be done with one class per grade level. The teachers helping to care out this action research will be the members of the digital Vertical Alignment Team.The student population is 8% African American, 84% hispanic, 7% White. 75% of the schools population is economically disadvantage. 12% are special education students and 2% are LEP students. My target population is our economically disadvantaged students we are servicing. They currently have 86% meeting the standard. But this is down from 90% and that is down from 92% in the previous years. The reason I choose to work with only one class per grade level is because it will make it easier to coordinate lesson and provide the assistance need for those teachers while still maintain the others duties needed. Second I believe if that one teacher can show improved performance then more teachers on the grade level would be willing to follow in their steps and that teacher could help train the other teachers. Third I would be leading a team of 1 teacher per grade level as a campus leader and I think this will be a project they can really get behind(especially if they are volunteering for the Digital Vertical Alignment Team. I will collect data by using the pervious years scores for the teacher comparing to this years scores. As all educators know classes can be very different from year to year so to counter this I will also compare scores of teachers on the grade level. I plan to find several journal articles for us to read as background knowledge then work with the teachers to implement what we learned about integrating technology to improve scores in their classrooms.   Week 4     Their will be many challenges as there always are when trying to institute change. The first is those unwilling or doubtful teachers. To deal with this issue I am following the advice of Dr. Abernathy and using a small group of teachers who believe in the project. I hope by having teachers that are already on board I will have to spend less time convincing them of the benefit. If you focus on trying to convert energy vampires you will quickly run out of energy. That brings me to problem number two, sustaining the enthusiasm for the project. David Salir mentioned in his discussion that keeping the "steam" can often be a major hurtle. I know before and around TAKS time energy is often being pumped into test preparation. To Help over come this I am hoping by reviewing and analyzing benchmark test before hand I can prove it is more effective than just test strategies. I will also offer to help tutor those student that need to learn those test taking strategies. A third challenge specific to me is that I'm starting in a new school and a new position. I know I will need to learn the school culture and their respect. With out these too I will not keep be able to keep my those interested in the project on board for long.  Harris, S., Edmonson, S., & Combs, J. (2009). //Examining what we do to improve our schools: 9 steps from analysis to action//. Larchmont, N.Y.: Eye on Education Week 5 As I reflect on the course, one area of interest is the Professional Learning Communities. It was an area of interest for me because I my new school is going to be using Professional Learning Communities. At my the school I am coming from we tried to do professional learning communities but there was not a training so the leaders asked to lead the groups didn't know how to lead the group so I don't think they were as affective as they could have been. I still want to learn about the sharing. I haven't submitted anything for professional publication. I am nervous and feel that I would need to research this more to have a shot at being accepted. I also wonder about doing subtle changes or if total rewrites are need to submit to multiple sources. I am also worried what to do if the action research doesn't show a positive result. If that is the case are the results worth sharing. <span style="font-family: Times New Roman,serif;">I am excited to be working with a new set of teachers. The school I am at has a high turn over rate. I am looking forward to teaching many children and teachers on the uses of technology and best practices of using technology to make a big difference in education. I can only hope that my enthusiasm can be sustained. <span style="font-family: Times New Roman,serif;"> Dana, N.F. (2009). //Leading with passion and knowledge: The principal as action researcher//. Thousand Oaks, CA: Corwin Press