Reflections on 5 weeks of Action Research
Having a strong background in the biological sciences and having participated in primary research projects in the past, I was very interested in how research techniques would be approached and addressed in this class. I found the interaction between Dr. Jenkins and Dr. Arterbury to be very effective on the video lectures for this class. I can understand the trepidation that many students would face it they had never experienced a class of this type in the past. Both lecturers made a real effort to put viewers at ease with the process of beginning to learn Action Research. It was clear that they understood that students would need a great deal of reassurance as they worked through this learning process. The emails that were sent our during the first weeks of the course telling students to TAKING DEEP BREATHS, SEEKING STRESS RELIEF OF ANY SORT, RELAX, BE PATIENT, BE FLEXIBLE, THINK EMPATHY AND FOCUS ON HELPING US PROBLEM SOLVE, PLEASE gave reassurance that the professors and IA’s were empathetic and were working to get problems resolved.
Unlike many textbooks, I enjoyed reading both the Dana text and Harris et al texts. I found the Dana text to be particularly interesting in its approach to what is basically social science research. Many of the ideas expressed in the Dana text were very thought provoking for me. I was surprised to find some of the same research techniques used in the applied sciences being explained and used in action research. I found the whole process of developing a wondering around which a question or questions could be ask to be an effective way to work through the development process.
Coming into this course I had a fairly good idea as to what I wanted for my research project. This is due in large part to several discussions I had had earlier with my building principal who is serving as my site supervisor. We had settled on further developing a project I had used with a group of 5th grade students in the previous school year. For this reason I had done a great deal of my background searching.
During two weeks of the course I had some very serious hardware issues that prevented me from participating fully in the discussion boards and in completing some of my assignments on time. What complicated matters even more was the fact that I was four hundred miles away from home and having to rely on a very tenuous connect to the internet. I really appreciated the support and encouragement from my IA during that time in allowing me the opportunity to complete the assignments and get everything submitted even if a bit late in some cases.
One activity that I have not yet fully adopted is blogging. I think perhaps it is because of my age that I do not seem to see the need for doing this. I have had to post blogs in several of my classes and as the process moved forward I have begun to see a use for the blogging process. Perhaps if I continue using the blogs I have created in this program I will further develop my appreciation for the blog.
In all I have found this to be one of the most interesting courses in the Education Technology curriculum even though the aim of the course was definitely more toward the educational administration pathway. Perhaps in the future a research course can be developed that addresses the specific needs and interests of the ET curriculum – just a thought!
Thursday, August 12, 2010
Sunday, August 8, 2010
Action Research Project – EDLD 5301
Action Research Question –
Can 4th and 5th grade students demonstrate a thorough understanding of key concepts in core subject areas using digital photography both still and video?
Context/setting of this study –
Students in the 4th and 5th grades at College Park Elementary will be given the training and opportunity to incorporate digital still and video photography to demonstrate their mastery of key concepts in core subject areas such as math and science.
Operational Definition of target population –
The target population for this study will be the 4th and 5th grade students enrolled in College Park Elementary for the 2010-2011 school year. These students will receive training along with their teachers in creating and using digital images for inclusion in their electronic submissions for class assignments in their core subject areas with a particular focus on math and science.
A brief description of how research will be conducted –
Students will create, edit, and submit electronic assignments for completion of units in their core subject classes.
Each assigned video topic will focus on a specific TAKS objective. Special emphasis will be placed on objectives that have been identified as areas of weakness.
These submissions will require the inclusion of digital still or video images that will demonstrate understanding of key concepts being taught in the classroom.
The classroom teacher will evaluate the assignment for completeness and correctness and the inclusion of the digital information will be an integral part of each assignment.
Action Steps –
Meet with 4th and 5th grade teachers to propose their participation in research project.
Identify specific TAKS objectives to be addressed and identify areas of weakness that need to receive specific attention.
Work with teachers to develop assignments that include the technology component being researched.
Develop evaluation plan with teachers for projects
Person Responsible –
Researcher will provide training to students and teachers in use of photographic equipment.
Researcher and teachers will develop specific assignments and choose targeted TEKS.
Teachers with input from researcher will evaluate the completeness and correctness of the material in the presentations.
Timeline –
First two weeks of fall semester meet with teachers to formulate a plan of action
Week(s) immediately following meetings with teachers work with students to develop projects and begin working.
By the end of the first grading period projects will be complete and submitted to classroom teachers.
Needed Resources –
Digital Photography equipment still and video cameras
Teaching materials for lessons designed
Evaluation –
Work submitted by students
Input from participating teachers.
This proposal was revised August 8, 2010
Action Research Question –
Can 4th and 5th grade students demonstrate a thorough understanding of key concepts in core subject areas using digital photography both still and video?
Context/setting of this study –
Students in the 4th and 5th grades at College Park Elementary will be given the training and opportunity to incorporate digital still and video photography to demonstrate their mastery of key concepts in core subject areas such as math and science.
Operational Definition of target population –
The target population for this study will be the 4th and 5th grade students enrolled in College Park Elementary for the 2010-2011 school year. These students will receive training along with their teachers in creating and using digital images for inclusion in their electronic submissions for class assignments in their core subject areas with a particular focus on math and science.
A brief description of how research will be conducted –
Students will create, edit, and submit electronic assignments for completion of units in their core subject classes.
Each assigned video topic will focus on a specific TAKS objective. Special emphasis will be placed on objectives that have been identified as areas of weakness.
These submissions will require the inclusion of digital still or video images that will demonstrate understanding of key concepts being taught in the classroom.
The classroom teacher will evaluate the assignment for completeness and correctness and the inclusion of the digital information will be an integral part of each assignment.
Action Steps –
Meet with 4th and 5th grade teachers to propose their participation in research project.
Identify specific TAKS objectives to be addressed and identify areas of weakness that need to receive specific attention.
Work with teachers to develop assignments that include the technology component being researched.
Develop evaluation plan with teachers for projects
Person Responsible –
Researcher will provide training to students and teachers in use of photographic equipment.
Researcher and teachers will develop specific assignments and choose targeted TEKS.
Teachers with input from researcher will evaluate the completeness and correctness of the material in the presentations.
Timeline –
First two weeks of fall semester meet with teachers to formulate a plan of action
Week(s) immediately following meetings with teachers work with students to develop projects and begin working.
By the end of the first grading period projects will be complete and submitted to classroom teachers.
Needed Resources –
Digital Photography equipment still and video cameras
Teaching materials for lessons designed
Evaluation –
Work submitted by students
Input from participating teachers.
This proposal was revised August 8, 2010
Monday, August 2, 2010
Action Plan for EDLD 5301
Action Research Question –
Can 4th and 5th grade students demonstrate a thorough understanding of key concepts in core subject areas using digital photography both still and video?
Context/setting of this study –
Students in the 4th and 5th grades at College Park Elementary will be given the training and opportunity to incorporate digital still and video photography to demonstrate their mastery of key concepts in core subject areas such as math and science.
Operational Definition of target population –
The target population for this study will be the 4th and 5th grade students enrolled in College Park Elementary for the 2010-2011 school year. These students will receive training along with their teachers in creating and using digital images for inclusion in their electronic submissions for class assignments in their core subject areas with a particular focus on math and science.
A brief description of how research will be conducted –
Students will create, edit, and submit electronic assignments for completion of units in their core subject classes. These submissions will require the inclusion of digital still or video images that will demonstrate understanding of key concepts being taught in the classroom. The classroom teacher will evaluate the assignment for completeness and correctness and the inclusion of the digital information will be an integral part of each assignment.
Action Steps –
Meet with 4th and 5th grade teachers to propose their participation in research project.
Work with teachers to develop assignments that include the technology component being researched
Develop evaluation plan with teachers for projects
Person Responsible –
Researcher
Researcher and teachers
Teachers with input from researcher
Timeline –
First two weeks of fall semester
Week(s) immediately following meetings with teachers
By the end of the first grading period.
Needed Resources –
Digital Photography equipment still and video cameras
Teaching materials for lessons designed
Evaluation –
Work submitted by students
Input from participating teachers.
Can 4th and 5th grade students demonstrate a thorough understanding of key concepts in core subject areas using digital photography both still and video?
Context/setting of this study –
Students in the 4th and 5th grades at College Park Elementary will be given the training and opportunity to incorporate digital still and video photography to demonstrate their mastery of key concepts in core subject areas such as math and science.
Operational Definition of target population –
The target population for this study will be the 4th and 5th grade students enrolled in College Park Elementary for the 2010-2011 school year. These students will receive training along with their teachers in creating and using digital images for inclusion in their electronic submissions for class assignments in their core subject areas with a particular focus on math and science.
A brief description of how research will be conducted –
Students will create, edit, and submit electronic assignments for completion of units in their core subject classes. These submissions will require the inclusion of digital still or video images that will demonstrate understanding of key concepts being taught in the classroom. The classroom teacher will evaluate the assignment for completeness and correctness and the inclusion of the digital information will be an integral part of each assignment.
Action Steps –
Meet with 4th and 5th grade teachers to propose their participation in research project.
Work with teachers to develop assignments that include the technology component being researched
Develop evaluation plan with teachers for projects
Person Responsible –
Researcher
Researcher and teachers
Teachers with input from researcher
Timeline –
First two weeks of fall semester
Week(s) immediately following meetings with teachers
By the end of the first grading period.
Needed Resources –
Digital Photography equipment still and video cameras
Teaching materials for lessons designed
Evaluation –
Work submitted by students
Input from participating teachers.
Saturday, July 24, 2010
Action Research Ideas
The focus of my proposed action research is on getting students to focus upon and improve their writing abilities in the middle elementary grades, specifically 3rd and 4th grades, and upon how I can bring technology into play to increase student interest and ability. I have an outstanding 4th grade teacher on my campus who has a true passion for writing and the teaching of writing to students. I began working with her last year, in an informal way, to try to find ways to get the reluctant writers more involved and focused as they prepared for the TAKS writing. I want to expand upon what we did last year by beginning at the first of the school year and by having a more concrete plan in place as to how we will proceed. The main areas of focus will be on incorporating blogging and document sharing as possible avenues to increase student interest and participation. I have discussed this idea in general with my principal, who is my intern mentor, and she is completely on board with this idea.
The significance of the study will be that if we can find ways to increase student interest and participation in the writing process we hopefully can improve their writing ability which will translate to students being more successful in all of their classes that involve the writing process. Perhaps this could become a longitudinal study by following some of these students for several years.
The significance of the study will be that if we can find ways to increase student interest and participation in the writing process we hopefully can improve their writing ability which will translate to students being more successful in all of their classes that involve the writing process. Perhaps this could become a longitudinal study by following some of these students for several years.
Sunday, July 18, 2010
The Beginning Post
This is the beginning post of my work in Lamar University EDLD 5301.
A Beginning Point in the Process
As an educator my responsibility on my campus is to work with the classroom teachers to develop projects that integrate technology into their lessons. The vast majority of the classroom teachers are interested in and willing to integrate technology more fully into their teaching, their concern is that they are not sure how to proceed. Over 85% of the students on my campus have access to technology at home and almost all of the rest have access either through the public library. As digital natives they are extremely comfortable using technology and are eager to demonstrate their abilities and learn new ones. It is, for the most part, the teachers who need the guidance and support to make this integration happen. My main concern is understanding what my teachers need to know in order to work with their students using technology. The current round of text book adoption is rich with technology but if the teachers are not willing or able to utilize this technology the students will not reap the benefits that are potentially to be had. Every indication is that the amount of technology incorporated into future text books will be even greater. The area that I would like to focus upon is to look at what, in the minds of the teachers, is the best way to deliver training/profession development to my staff to help them feel more at ease with the use of technology in their classrooms with their students.
By utilizing an action research approach, a number of different techniques can be evaluated by teachers willing to participate and perhaps in the process some of the concerns of the classroom teacher can be alleviated. There will be an element of trial and error as we progress forward but on the whole I feel that we will quickly settle upon some workable solutions.
A Beginning Point in the Process
As an educator my responsibility on my campus is to work with the classroom teachers to develop projects that integrate technology into their lessons. The vast majority of the classroom teachers are interested in and willing to integrate technology more fully into their teaching, their concern is that they are not sure how to proceed. Over 85% of the students on my campus have access to technology at home and almost all of the rest have access either through the public library. As digital natives they are extremely comfortable using technology and are eager to demonstrate their abilities and learn new ones. It is, for the most part, the teachers who need the guidance and support to make this integration happen. My main concern is understanding what my teachers need to know in order to work with their students using technology. The current round of text book adoption is rich with technology but if the teachers are not willing or able to utilize this technology the students will not reap the benefits that are potentially to be had. Every indication is that the amount of technology incorporated into future text books will be even greater. The area that I would like to focus upon is to look at what, in the minds of the teachers, is the best way to deliver training/profession development to my staff to help them feel more at ease with the use of technology in their classrooms with their students.
By utilizing an action research approach, a number of different techniques can be evaluated by teachers willing to participate and perhaps in the process some of the concerns of the classroom teacher can be alleviated. There will be an element of trial and error as we progress forward but on the whole I feel that we will quickly settle upon some workable solutions.
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