Week 1 Reflection
This week’s assignment was initially a bit intimidating, to create a personal digital story. As I read the week’s readings, my fears diminished somewhat as I looked through the multitude of digital photos I have taken over the past few years, pictures of family events, scenery, work related activities, and some pictures that I categorized as “just pictures.” Using PhotoStory3 also helped in reducing the fear factor of making a video. I have used PhotoStory3 several times to make videos of vacations to share with my family, and as I thought about the assignment, I knew what I was going to do, make a video of my daughter’s graduation from boot camp. I felt a bit like Rick and the Recipes for Disaster as described by Joe Lambert (p. 31), more photos than I really knew what to do with. The use of the storyboard and the built in features of PhotoStory3 helped to focus the direction I was going to take with my video. I enjoyed this project, and can see how this type of project could be incorporated into the classroom. What better way for students to demonstrate what they have learned than by putting it on film, even digital film.
Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. Retrieved April 4, 2009, from http://www.storycenter.org/cookbook.pdf.
Sunday, August 29, 2010
EDLD5363 - Digital Story Storyboard
The storyboard was created utilizing PowerPoint and converted to WMV for uploading.
EDLD5363 - Personal Digital Story Script
Today is the day, the day that I get to see my daughter, my soldier. She’s been gone four months. After a 15 hour drive to Columbia, South Carolina, we make it through the long line of cars and have our IDs checked. Following the procession of cars, we arrived at Hilton Field. You could feel the excitement in the crisp autumn air.
Making our way to our seats, we waited, and waited. The stands were filling, there was a buzz in the air. Finally, an announcement, the crowd gets quiet. Words from the American Red Cross, the base Commander, and finally the Company Commander. I was getting anxious. Across the field you could see the Fort’s motto on a billboard, and then a loud explosion. Then the colored smoke…out of the smoke they came! Over 1,000 soldiers storming Hilton Field through the smoke. Through tear filled eyes, I watched awestruck as Company A – B – C – D – E – and F ran toward us. Each company in its formation, the commander then says the Pledge, and the next words I hear are “Families, find your soldier!”
What a moment to see both daughters together again.
A dinner at base headquarters is followed by an afternoon of site seeing. All too soon it is time to take my soldier back to her company commander and Echo Company, home of the Eagles.
Time to relax, and even some sisterly competition. And all too soon it is time to say goodbye.
Making our way to our seats, we waited, and waited. The stands were filling, there was a buzz in the air. Finally, an announcement, the crowd gets quiet. Words from the American Red Cross, the base Commander, and finally the Company Commander. I was getting anxious. Across the field you could see the Fort’s motto on a billboard, and then a loud explosion. Then the colored smoke…out of the smoke they came! Over 1,000 soldiers storming Hilton Field through the smoke. Through tear filled eyes, I watched awestruck as Company A – B – C – D – E – and F ran toward us. Each company in its formation, the commander then says the Pledge, and the next words I hear are “Families, find your soldier!”
What a moment to see both daughters together again.
A dinner at base headquarters is followed by an afternoon of site seeing. All too soon it is time to take my soldier back to her company commander and Echo Company, home of the Eagles.
Time to relax, and even some sisterly competition. And all too soon it is time to say goodbye.
Friday, August 13, 2010
Week 5 Action Research Final Reflections
Research, an overwhelming and dreaded task. This was my initial thought at the beginning of EDLD5301 Research. I was anticipating spending hours on end engaged in searches and review of articles that had no interest or were outside the scope of any proposed topic that was to be assigned. I must say that my initial reaction to having to participate in a Research class seemed a waste of time and how it would be relevant in the study of Educational Technology Leadership. As the weeks progressed and information was presented and activities completed, I can now see how engaging in Action Research is relevant to all aspects of education, whether that be at the district, campus, or classroom level.
• Lectures - Throughout the course, Drs. Jenkins and Arterbury outlined the various aspects of action research and the significance of working through the process in a step-by-step format. Identifying the difference between action research and a traditional research paper were outlined during the first’s week lecture. Action research involves learning and adding something new to what is already known about a given topic. A research paper could be considered a review of related articles and literature. Subsequent lectures focused on the formation of an action research wondering(s) or inquiry and the processes necessary in finalizing the question that will guide action research.
• Readings – I found the readings for the class to be relevant and easy to understand and follow. Dana further solidified the definition of action research by stating that inquiry is a systematic, intentional study of one’s own professional practice and through the formation of a question or “wondering,” the collection and analysis of data which results in changes based on new learning or understanding (Dana, 2009, p. 9). As I progressed through the reading, I found the information related to Setting the Foundation to be very beneficial as I narrowed down and revised my action research question. Harris identified four steps necessary in Setting the Foundation for action research. These steps were identified as having a shared vision, understanding the need for action research, valuing the provision of time, and building interpersonal trust (Harris, 2010, p. 13). In addition to providing information on the rationale behind action research, Harris pointed out that improvements identified through action research cannot be sustained without actively looking toward the future (Harris, 2010, p. 93).
• Searches, like electronic searches of topics and questions – Searching for information and research used to answer my query caused me to rethink what I was asking. Through a preliminary search focusing on web-based tutorial programs, I was able to narrow down my search and focused on cognitive tutoring and problem solving skills related to word problems. Sifting through the articles to determine if this is indeed the direction of study I should take will take time and I may have to redirect my focus once I have completed the organization and analysis of student data.
• Assignments and activities – As new information and learning was being introduced, the opportunity to practice this new learning was provided by a series of activities. Although at times I found the various components of the assignments to be a bit redundant and tedious, the final outcome of this practice opportunity provided a better understanding of the multiple phases and steps involved in action research. The activity I found to be the most challenging was in reflecting on the week’s learning. To develop an expertise in action research, I will need to develop my reflective skills. As stated in School Leader Internship, novices often feel clumsy and unsure of themselves. Help is needed in thinking about problems of practice and using prior knowledge to determine which actions to take (Martin, et al, 2005, p. 105). Developing reflecting skills will take thought, time, and practice, but through this practice, I will be better able to take action and make adjustments as I work toward answering my inquiry, making changes, and looking toward the future.
• Discussion Board – Through the collaborative efforts of the discussion board, learning continued. Gaining insight from my classmates helped me to solidify my understanding of the processes involved in action research. Additionally, reading the posts and sharing my thoughts and insights helped narrow down my initial inquiry. Through the use of the discussion board, I was able to read the posts, reflect, and if necessary change the direction of thought.
• Blogs – As the weeks progressed in my study of action research, the use of posting to my blog and inviting comments from my peers was initially an intimidating experience. Being able to collaborate with my classmates through the use of a blog allowed me to rethink my inquiry and provided new information. I appreciated the comments made by classmates as I revised my action research question. Blogging provides a way to share, contribute to, and reflect on our practice and thoughts so that we may become more intentional about what we do is the foundation of engagement in action research (Dana, 2009, p. 150). Using a blog as a collaborative tool is vital as I engage in this new learning called action research.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
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.
Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School Leader Internship: developing, monitoring and evaluating your leadership experience. Larchmont, N.Y.: Eye on Education.
• Lectures - Throughout the course, Drs. Jenkins and Arterbury outlined the various aspects of action research and the significance of working through the process in a step-by-step format. Identifying the difference between action research and a traditional research paper were outlined during the first’s week lecture. Action research involves learning and adding something new to what is already known about a given topic. A research paper could be considered a review of related articles and literature. Subsequent lectures focused on the formation of an action research wondering(s) or inquiry and the processes necessary in finalizing the question that will guide action research.
• Readings – I found the readings for the class to be relevant and easy to understand and follow. Dana further solidified the definition of action research by stating that inquiry is a systematic, intentional study of one’s own professional practice and through the formation of a question or “wondering,” the collection and analysis of data which results in changes based on new learning or understanding (Dana, 2009, p. 9). As I progressed through the reading, I found the information related to Setting the Foundation to be very beneficial as I narrowed down and revised my action research question. Harris identified four steps necessary in Setting the Foundation for action research. These steps were identified as having a shared vision, understanding the need for action research, valuing the provision of time, and building interpersonal trust (Harris, 2010, p. 13). In addition to providing information on the rationale behind action research, Harris pointed out that improvements identified through action research cannot be sustained without actively looking toward the future (Harris, 2010, p. 93).
• Searches, like electronic searches of topics and questions – Searching for information and research used to answer my query caused me to rethink what I was asking. Through a preliminary search focusing on web-based tutorial programs, I was able to narrow down my search and focused on cognitive tutoring and problem solving skills related to word problems. Sifting through the articles to determine if this is indeed the direction of study I should take will take time and I may have to redirect my focus once I have completed the organization and analysis of student data.
• Assignments and activities – As new information and learning was being introduced, the opportunity to practice this new learning was provided by a series of activities. Although at times I found the various components of the assignments to be a bit redundant and tedious, the final outcome of this practice opportunity provided a better understanding of the multiple phases and steps involved in action research. The activity I found to be the most challenging was in reflecting on the week’s learning. To develop an expertise in action research, I will need to develop my reflective skills. As stated in School Leader Internship, novices often feel clumsy and unsure of themselves. Help is needed in thinking about problems of practice and using prior knowledge to determine which actions to take (Martin, et al, 2005, p. 105). Developing reflecting skills will take thought, time, and practice, but through this practice, I will be better able to take action and make adjustments as I work toward answering my inquiry, making changes, and looking toward the future.
• Discussion Board – Through the collaborative efforts of the discussion board, learning continued. Gaining insight from my classmates helped me to solidify my understanding of the processes involved in action research. Additionally, reading the posts and sharing my thoughts and insights helped narrow down my initial inquiry. Through the use of the discussion board, I was able to read the posts, reflect, and if necessary change the direction of thought.
• Blogs – As the weeks progressed in my study of action research, the use of posting to my blog and inviting comments from my peers was initially an intimidating experience. Being able to collaborate with my classmates through the use of a blog allowed me to rethink my inquiry and provided new information. I appreciated the comments made by classmates as I revised my action research question. Blogging provides a way to share, contribute to, and reflect on our practice and thoughts so that we may become more intentional about what we do is the foundation of engagement in action research (Dana, 2009, p. 150). Using a blog as a collaborative tool is vital as I engage in this new learning called action research.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
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.
Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School Leader Internship: developing, monitoring and evaluating your leadership experience. Larchmont, N.Y.: Eye on Education.
Friday, August 6, 2010
Week 4 Action Research Reflections
This week’s learning focused on identifying various strategies used for sustaining improvement at the district and campus level. The strategies discussed by Sandra Harris included Force Field Analysis, Delphi Method, Nominal Group Technique, and CARE Model. Strategies needed to assist in building consensus with a focus on sustaining action research are as varied as are groups of teachers. While each strategy focuses on a particular end result, the common thread among all three strategies is collaboration. Without collaboration, consensus will not be reached. Utilizing one strategy to address current and future needs could result in limited agreement among the group members. Just as our students are a diverse population of learners, using the proper strategy for identifying how the district and/or campus will sustain improvement should be individualized and the proper strategy implemented. Use the correct strategy to meet the needs of the group.
While working on the descriptions of the three strategies, I was struck by how these strategies could be utilized in the classroom as a learning tool. The teacher could provide areas for students to discuss based upon the lesson that was being taught and used as an assessment tool. Sharing ideas collaboratively helps to solidify learning and help students make connections to their learning.
A meeting was scheduled with my site supervisor to discuss and review the action research plan created during Weeks 2, 3 and 4. Each activity was discussed and it was determined that the steps I have identified were organized in a logical and systematic way. Suggestions were given concerning the timeline and it was determined that I needed to change the time frame of data collection to a period of a minimum of two weeks and quite possibly extend the time frame to a month depending on the availability of the data. It was further suggested that I change the descriptions in the timeline to actual dates giving a range of time to work on each portion of the plan.
At the conclusion of the meeting, I was encouraged to consider creating a comparative study for each middle school campus and presenting the findings at a future school board meeting.
While working on the descriptions of the three strategies, I was struck by how these strategies could be utilized in the classroom as a learning tool. The teacher could provide areas for students to discuss based upon the lesson that was being taught and used as an assessment tool. Sharing ideas collaboratively helps to solidify learning and help students make connections to their learning.
A meeting was scheduled with my site supervisor to discuss and review the action research plan created during Weeks 2, 3 and 4. Each activity was discussed and it was determined that the steps I have identified were organized in a logical and systematic way. Suggestions were given concerning the timeline and it was determined that I needed to change the time frame of data collection to a period of a minimum of two weeks and quite possibly extend the time frame to a month depending on the availability of the data. It was further suggested that I change the descriptions in the timeline to actual dates giving a range of time to work on each portion of the plan.
At the conclusion of the meeting, I was encouraged to consider creating a comparative study for each middle school campus and presenting the findings at a future school board meeting.
Sunday, August 1, 2010
Week 3 Action Research Reflections
The week of this week’s learning has been on the formulation of an Action Research Plan of Action. Focusing on the Plan of Action has helped me to clarify my direction of research, to narrow my focus from a global perspective to one that is focused and easily researched and studied.
The reading in Sandra Harris’ Examining What We Do to Improve Our Schools focused on Setting the Foundation with an emphasis on identifying barriers for school improvement: (a) the lack of a shared vision, (b) the lack of understanding the need for inquiry, (c) the lack of valuing improvement by not providing time for improvement, and (d) the lack of trust among teachers, administrators, students, and parents (p. 3). Two of the barriers caught my interest, shared vision and trust. I believe if there is trust and a shared vision, the other two barriers can be overcome. You have to be able to trust the people you work with, to share in the vision, that being student success and achievement. If you cannot overcome these, the possibility of school improvement and additional inquiry will be an exercise in futility.
Dana focused sharing the results of action research while identifying what needs to be shared. Four areas or critical tasks were identified that must be shared. These tasks were identified as (1) providing background information, (2) sharing the design of the inquiry, (3) stating the learning and supporting the statements with data, and (4) providing concluding thoughts. When I read these statements, it struck me that these steps are similar to those in the scientific method; identification of the problem, hypothesis, procedures, materials, analysis, conclusion, and communication.
I look forward to next week’s learning, how do I put all that I’ve learned this week into an actual “research” paper? The processes we are working through are a bit overwhelming and at times seem redundant, but I am certain that at the conclusion of week five’s lesson, all the missing pieces will be in place and the completion of the actual research will be a matter of organizing my thoughts and data.
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.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
The reading in Sandra Harris’ Examining What We Do to Improve Our Schools focused on Setting the Foundation with an emphasis on identifying barriers for school improvement: (a) the lack of a shared vision, (b) the lack of understanding the need for inquiry, (c) the lack of valuing improvement by not providing time for improvement, and (d) the lack of trust among teachers, administrators, students, and parents (p. 3). Two of the barriers caught my interest, shared vision and trust. I believe if there is trust and a shared vision, the other two barriers can be overcome. You have to be able to trust the people you work with, to share in the vision, that being student success and achievement. If you cannot overcome these, the possibility of school improvement and additional inquiry will be an exercise in futility.
Dana focused sharing the results of action research while identifying what needs to be shared. Four areas or critical tasks were identified that must be shared. These tasks were identified as (1) providing background information, (2) sharing the design of the inquiry, (3) stating the learning and supporting the statements with data, and (4) providing concluding thoughts. When I read these statements, it struck me that these steps are similar to those in the scientific method; identification of the problem, hypothesis, procedures, materials, analysis, conclusion, and communication.
I look forward to next week’s learning, how do I put all that I’ve learned this week into an actual “research” paper? The processes we are working through are a bit overwhelming and at times seem redundant, but I am certain that at the conclusion of week five’s lesson, all the missing pieces will be in place and the completion of the actual research will be a matter of organizing my thoughts and data.
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.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Revised Action Research Plan
The technology focus for the 2009-2010 school year was on student achievement, specifically tutorial programs focusing on Math. The district purchased for secondary schools a web-based tutorial program that focused on problem solving and improvement of skills. The focus was on students who had not achieved success on the TAKS Mathematics test. These students' schedules were configured to include a regular Math class and a Math Lab class. The Math Lab classes focused on bringing students up to grade level as well as provide one-on-one support as new concepts and skills were introduced in the regular Math class. As part of the curriculum for the Math Lab students, a web-based tutorial program was introduced. Weekly Computer Lab time was scheduled with students utilizing the program two days a week.
My action research will address the question: What is the impact of a web-based math tutorial program on the passing rate for Math Lab students taking the Mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS)?
Action Research – Final Plan of Action
| Outcomes | Activities | Resources Research Tools Needed | Responsibility to Address Activities | Time Line | Benchmarks Assessment | Revisions to SIP/PIP based on monitoring and assessments |
| To determine the TAKS passing rates of current 8th grade Math Lab students, TAKS data will be collected from Math Facilitator. | TAKS data for 2009 and 2010 TAKS Math test is collected. Data will be organized based on subgroups and gender for each of the students enrolled in Math Lab classes for the 2009-10 school year. | I will need to gather 2009 and 2010 TAKS Math scores for students who were enrolled in a Math Lab class during the 2009-10 school year. | I will be responsible for gathering and organizing TAKS scores. | It is anticipate it will take several hours working with the Math Facilitator and principal to collect the required data. | I will organize the data by subgroups and gender. Data tables will be created so that TAKS data may be analyzed in a comprehensive way. | Data to be analyzed should include student's scores on unit assessments. |
| Continue with data collection on targeted students. Data needed to complete analysis will have to be obtained from outside company that provided the tutorial program. | Meet with online educator director to explain the purpose of my action research. Gather data usage data to include in analysis of targeted students. | Data from the web-based tutorial company would include their usage reports which indicate the time students spent on the tutorial program as well as the number of problems completed. | I will be responsible for making the appointment with the Director of Online Education as well as contacting the company and request the data. | It is speculated that it will take a minimum of one week to gather the data. This will be determined by the availability of the data and the process of sending the data file. | Once the data has been collected, it will be entered into the database and disseminated based on subgroups and gender. | Revisions to data base may be necessary based on data provided by company supplying tutorial program. |
| Collaborate with Math facilitator to verify organization and validity of data analysis. | Once the data has been collected, organized and analyzed, meet with the Math Facilitator to discuss any additional information that might be needed to make for a more comprehensive study and determine that the course of action still answers the action research question. | Complete data charts and organizational structure. Collaborate with Math Facilitator for verification of data/resources. | It will be my responsibility to schedule time with the Math Facilitator as I gather and organize data. | It is anticipated that collaboration with the Math Facilitator will take place during the end of October and possibly into November. Meeting times will be dependent upon availability of Math Facilitator. | After review of data, any additional changes in analysis will be addressed. Additionally, the inclusion of data such as unit assessments will be discussed as possible data to include in the analysis. | Inclusion of a collaboration with Math Facilitator to review and if necessary revise analysis of data has been added. |
| Share information with principal, ESL Instructional Support Teachers, Technology Department, Math Facilitator, Math Lab teachers. | Once data has been collected and analyzed, create presentation to share with administration, Math Facilitator, and Math Lab teachers. | Resources needed to prepare for presentation will be presentation software such as PowerPoint. | It will be my responsibility to create the presentation and present it to faculty and staff. | Once data has been gathered and analyzed, the creation of the presentation should be complete by the end of the first semester (December 2010). | Successful completion of presentation and sharing of information with targeted faculty and staff. | The targeted audience may need to be adjusted to include ESL Instructional Support Teachers if there are a large percentage of English Language Learners. |
Action Research Plan of Action - DRAFT
Below is the Draft Plan of Action that will address the question: What is the impact of a web-based math tutorial program on the passing rate for Math Lab students taking the Mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS)?
Action Research – Plan of Action Draft
| Outcomes | Activities | Resources Research Tools Needed | Responsibility to Address Activities | Time Line | Benchmarks Assessment | Revisions to SIP/PIP based on monitoring and assessments | ||
| To determine the TAKS passing rates of current 8th grade Math Lab students, TAKS data will be collected from Math Facilitator. | TAKS data for 2009 and 2010 TAKS Math test is collected. Data will be organized based on subgroups and gender for each of the students enrolled in Math Lab classes for the 2009-10 school year. | I will need to gather 2009 and 2010 TAKS Math scores for students who were enrolled in a Math Lab class during the 2009-10 school year. | I will be responsible for gathering and organizing TAKS scores. | It is anticipate it will take several hours working with the Math Facilitator and principal to collect the required data. | I will organize the data by subgroups and gender. Data tables will be created so that TAKS data may be analyzed in a comprehensive way. | Data to be analyzed should include student's scores on unit assessments. | ||
| Continue with data collection on targeted students. Data needed to complete analysis will have to be obtained from tutorial company. | Meet with online educator director to explain the purpose of my action research. Gather data usage data to include in analysis of targeted students. | Data from the web-based tutorial company would include their usage reports which indicate the time students spent on the tutorial program as well as the number of problems completed. | I will be responsible for making the appointment with the Director of Online Education as well as contacting the company and request the data. | It is speculated that it will take a minimum of one week to gather the data. This will be determined by the availability of the data and the process of sending the data file. | Once the data has been collected, it will be entered into the database and disseminated based on subgroups and gender. | Revisions to data base may be necessary based on data provided by company. | ||
| Share information with principal, Math facilitator, Math Lab teachers. | Once data has been collected and analyzed, create presentation to share with administration, Math facilitator, and Math Lab teachers. | Resources needed will be presentation software such as PowerPoint. | It will be my responsibility to create the presentation and present it to faculty and staff. | Once data has been gathered and analyzed, the creation of the presentation should be complete by the middle of September, early October. | Successful completion of presentation and sharing of information with targeted faculty and staff. | The targeted audience may need to be adjusted to include ESL Instructional Support Teachers if there are a large percentage of English Language Learners. | ||
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