Action Research Reflection

Action research is a great tool to use to identify problem areas and find solutions. It begins with personal observations referred to as "wonderings" that can be investigated using data collected on campus. So far in the course I have found that many topics for action research can be found in the discord on a particular campus. Many teachers often complain about issues on campus that can be resolved using action research.

I am trying to be more reflective and investigate topics that are personal to me and relate to my current job responsibilities while at the same time trying to think as an administrator. We will see how it goes!

Action Research

Action research is a reflective practice that allows you to think critically about your own practices in order to effect a necessary change to improve the school environment. In action research a question is posed based on an identified issue or "wondering" by you the administrator. Action research should be posed as a clear and concise question that cannot be answered with a simple yes or no. The question can be solved using an internal process and research is conducted either individually or as a group. Principals are able to set up Professional Learning Communities, Leadership Teams or administrative meetings in order to establish a group that will perform the action research.
Some of the benefits action research is that you are an active participant rather than a bystander. The results of action research should be an improvement in the school environment and professional development opportunities. The reflective practices and action research itself is a powerful tool that should be promoted among educators. Action research is a systematic practice that when used correctly and consistently can improve the school climate and student achievement as a whole.

Dana, N. F. (2009). Leading with passion and knowledge, the principal as action researcher. Corwin Press

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our
schools, 8 steps from analysis to action.

Ringler, M. (2007). Action research: An effective instructional leadership for future public school leaders. AASA Journal of Scholarship and Practice, 4

Analysis of Blogs in Education

Blogs can be a great resource for educators. Blogs can be used to discuss a variety of topics, they can be a tool for collaboration among students and professionals or they can simply be used as an interactive journal. Blogs or web logs can be a source of motivation for students and a source of information for teachers and administrators.

Course Reflection

What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?

When making the decision to pursue my Educational technology certification I hoped that I would not only become more proficient in using innovative technology but also more aware of the current trends. I wanted to become more proficient in the implementation of technology not only in the classroom but professionally as well. I wasn't exactly prepared to explore the leadership outcomes as I have recently received my Masters in Educational Management with Principal certification but so far it seems to be an added benefit instead of a hindrance. As this is the first course it is difficult to say that I have achieved the outcomes that I envisioned but we seem to be going in the right direction. I have already learned new skills that I can immediately apply to current professional position and implement with students. The course outcomes at the completion of the internship align well with my personal objective for the course.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?

Technology should be accessible to all students. Our National Educational Technology Plan emphasizes the importance of this concept on our future and our ultimate ability to compete with other nations. As a Special Education teacher the implementation of technology tools could be the vital link to bridging the academic gaps these students face when being compared to their general education peers. I have began to research many strategies and techniques that I can utilize with technology that could serve as an equalizer for students with disabilities. Many types of assistive technology requires a proficient educator to be used effectively in the classroom. Aside from student use, many of web tools can be used to communicate important information to parents about their rights and the school's responsibilities to educate students with disabilities.

What outcomes did you not achieve? What prevented you from achieving them?

Upon reflection I think I had an expectation to dive right in to html source code, web publishing and similar digital technologies. I understand the need to build a foundation and research the current state of technology so to speak. I had used blogs and wikis in the past but not as in depth as we will use them throughout the course. It was especially helpful that we had a successful wiki model for our cohort. I am most definitely what I call a "cutesy" teacher and I have a difficult time finding aesthetically pleasing materials with substantial content. I would love to learn more about formatting, web publishing and Photoshop. I know that as the internship continues we will cover many of these areas. I am looking forward to applying many of these skills and teaching others how to use them effectively.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?

I think for the most part I was able to complete all of the course assignments satisfactorily. The biggest obstacle I faced was the APA style of formatting. Each week I received a deduction in the area of grammar and APA. My only critique would be to be more clear on what is expected in the responses and to highlight a few of the errors so that I could use them for future reference. In many of the assignments I felt that the desired response was a personal reflection or opinion that did not require a source. Overall I think it is a minor impediment that I can correct with practice. I was a little discouraged in the format of the classes as it related to the discussion board and response requirement. The weekly format works for me but my personal schedule isn't well suited to having a portion of the assignment due mid-week. I understand the rationale but it served to discourage me from participating in the discussions throughout the course because I was not prepared to make a thorough reflection by the Wednesday deadline.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

One of my absolute favorite activities was the Animoto video. We currently use a similar technology on our campus. I have learned that there are practical ways to integrate stimulating technology such as the Animoto videos seamlessly into the content areas. In the past I sometimes felt that in order to integrate technology it would take a lot of time and planning. As a leader I learned that it is my responsibility to be proficient in the use of technology so that I can be an effective teacher who utilizes technology in the schools. My worry is that although I am more aware and knowledgeable about technology, my colleagues will remain reluctant and scared to use these web tools in the classroom because of the risks involved. It is my desire to maintain a positive attitude and continue and be an advocate and model for the positive implications of technology use.

Web Conference: Oct. 19

This was a great web conference because it addressed many questions and concerns regarding the internship and the site mentor. I was able to ask questions and get clarification on some of these requirements. It is also a time for us to meet face to face and become more familiar with our classmates. We often laugh and joke around with each other during this time.

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National Educational Technology Plan

    The National Educational Technology Plan is a set of goals designed to redefine education and prepare our students to face the obstacles of the 21st century. In the area of learning the plan calls for educators to "engage and empower" (National Educational Technology Plan). As educators we need to broaden the borders of learning beyond the classroom and access the technology and multimedia that the students of today have constant and instantaneous entry to at all times. In this way we will prepare students to be lifelong learners and meet real world challenges by providing experiences and opportunities to use the tools of the digital age.  Learning must be relevant and engaging for our students and the use of digital tools will ensure that our students are invested.

    The plan call for teachers to "prepare and connect"(National Educational Technology Plan) which means that teachers have the tools necessary to conduct, analyze and utilize the data that drives instruction. Educators are in partnership with students and other educators through the use of technology. "Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online environments full of resources and opportunities for collaboration." (National Educational Technology Plan, Executive Summary pg. 12) Professional learning communities in which teachers collaborate across schools, districts and even states have began to replace traditional methods of staff development. The gains in technology have only served to enhance the ability for educators to form collaborative groups or partnerships.

    The challenges we face is realizing these goals is the lack of infrastructure and resources. Establishing the infrastructure, resources and continual evaluation needed to meet the standard set will require an investment from students, parents, community and businesses for years to come.

  

U.S. Department of Education, (2010). National education technology plan 2010. Retrieved from http://www.ed.gov/technology/netp-2010

Web Conference: Oct. 11

This semester I have attended two web conferences for Concepts of Educational Technology. The web conference has been a useful tool in communicating with the professor as well as my classmates. The web conference itself helped me to create that community feel that you get in a typical classroom. I feel that I know some of my classmates although I have never met them. Web conferences gives you the face time that I sometimes feel that I need when learning a new concept or idea.

I am typically a vocal person and I like to speak about my thoughts and ideas because it helps me to process information so I questioned whether an online degree would be a good fit for me. After weighing the pros and cons I decided to give it try and I am delighted that I can work at my own pace but still get that face time through the web conferences.

The web conferences also provide an additional outlet to ask questions and clarify information. I am not the type of person to email with questions and concerns and I usually can't make calls within normal business hours so again the web conferences are another way for me to communicate.

Galena Park ISD Technology Plan

    The mission of Galena Park ISD is to prepare students to become productive citizens and lifelong learners.  (galenaparkisd.com) As a part of this mission, Galena Park prepares its students to be competent in the use of technology.

    The district convened an advisory team made up of technology specialists from elementary and secondary, campus administrators, Security and Technology directors and Curriculum directors under the supervision of the Director of Technology to establish a technology plan for the district.

    The technology plan for Galena Park ISD consists of two central technology goals. (1) All administrators, teachers and staff will have increased access to technological tools and will use a variety of these tools to address the individual needs of students. and (2) Increase skills, knowledge and abilities of all GPISD employees by incorporating technology as an integral part of instruction through meaningful staff development. (GPISD Technology Plan)

    The district's technology focus was on building their technology infrastructure by adding fiber connection and backup systems and ensuring that all personnel had working computers, tech support and that there was a model in place to guarantee continuous technology assessment to better evaluate current practices and techniques. 

    The district invested a significant amount of district funds and e-rate funds to purchase video-conferencing equipment to be used for instruction, staff development and Region IV conferences. A major focus was placed on eliminating out of date practices and techniques and increasing the amount of professional development for all staff members in critical areas as identified by the STaR chart. 

    The technology plan will be in effect for three year increments but will continually be evaluated and updated on a yearly basis.

Technology Assessments

    The use of technology provides new ways of working and learning for teachers and students. The use of technology assessments help to identify potential areas of strength and weakness so that as a campus and as an educator you can define your define your needs, establish your goals and target your professional development. These assessments are key tools in helping to identify level of  proficiency as well as depth of knowledge for educators as well as your student base.

    As with any type of assessment, technology assessments are subject to validity and reliability. Educators and students may be unclear as to what a specific question is asking because of word choice so there is potentially a level ambiguity when answering the questions and therefore a skew in the interpretation of the results.

    Technology assessments do not always account for the lack of available technology on a campus. The Texas Start Chart is one such technology assessment tool that the state of Texas uses to rate campuses in four key areas including; Teaching and Learning, Educator Preparation and Development, Leadership, Administration and Instructional Support, and Infrastructure for Technology. (http://starchart.epsilen.com/docs/TxCSC.pdf) As a campus we participate in this survey each year and several of the questions on the assessment query distance learning opportunities. We currently don't have the resources needed to make this a viable option on our campus as I am sure is true of many of schools in districts in our state so naturally it may show as an area of weakness.

    Overall technology assessments are useful tools in becoming a more technological society. Educators and students alike benefit from the many uses of technology in education. These assessments help to keep us continually learning, monitoring and improving our technology infrastructure.