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.
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