This my action research plan as of 9/25. The changes reflected include the addition of professional literature and links for developing the survey questions.
Saturday, September 25, 2010
Week 5 Action Research
Well I made it Week 5 of Action Research. I have revised my plan one more time based on the readings in the Harris text. In addition a meeting with my mentor revealed some areas of the plan that I wanted to tweak. The most exciting information on my plan actually came from the TEA. TEA is moving forward with it's committment to digitial portfolios. The Education Service Center is sponsoring a day long workshop on site in Liberty Hill to present the plan and help the districts put plans to implement in place. My bldg administrator has approved my attendance to be part of the team to help the rest of our staff and eventually our students to use digital portfolios.
Sunday, September 19, 2010
Week 4 Final AR Plan
I have posted my final Action Research Plan to my WIKI - http://edtechlamarmasters.wikispaces.com/.
Wednesday, September 15, 2010
Week 4 Challenges
What challenges do you foresee in implementing your action research study?
After meeting with the principal on my campus and my site mentor several challenges emerged.
1. Is anyone else in the district exploring options for portfolios?
2. What is the max size of documents and files allowed by the server space at Total Traffic Control?
3. How big will the launch group be?
4. Who will be good candidates for the target launch group?
5. What kinds of questions will be adequate and appropriate to determine readiness of staff and students?
How do you plan to address these challenges?
I have determined that the district has been planning at the district level to get in alignment with the TEA Project Share. Admin tech staff has been attending service center workshops to understand and prepare for district activation of the TEA project. This will help facilitate the importance of the task but the readiness and needs of the staff still need to be determined. The size of documents and files will be ascertained by using the tech support facilities of Total Traffic Control. The principal has met with me and we agreed that a systematic approach to presenting and launching the project is the best approach. He agreed that a small target group of students with advanced technical skills would be appropriate to help launch and test the project. He also suggested that a target group of staff be approached following the readiness survey to see if they would be part of a power user group to launch and assist with the follow-up project to design portfolio rubrics and guidelines for submissions.
Sunday, September 12, 2010
Action Research Process Overview
Completing the Process Overview using Harris' 8 step evaluation of the project did help me to consider some questions that I had not considered. Here's the draft of the plan:
• SETTING THE FOUNDATION - Student assessment and evaluation of growth is important to teachers and to the students. Teachers can review student work, past and present to determine growth and acquisition of essential knowledge and skills. As students move from campus to campus and grade to grade a digital portfolio allows for viewing and assessing by all. The use of digital portfolios is not new and with open communication and adequate training the staff it is anticipated that the staff will welcome this opportunity to support student learning.
• ANALYZING DATA - As the process begins it is important to gather data on the knowledge and readiness of the staff and students to actively participate in the use of digital portfolios. Survey tools will used to assess the skills and knowledge of both the staff and the students. Questions will be developed, presented and analyzed to assess what is known and what needs to taught. Additional data will collected through the use of staff meeting presentations with focused feedback. Additional data and support will gathered from literature reviews.
• DEVELOPING DEEPER UNDERSTANDING – Initial interviews with the Instructional Technologist revealed additional steps to my action research. We agreed that the infrastructure needed to be determined before preceding the teacher and student assessment of readiness. The issue of assessing the portfolios was also discussed and we determined that the initial research project should be focused on the process of developing the portfolio with a follow-up project be initiated to develop a rubric for assessment. At this time there is no process so we determined that this should be the focus.
• ENGAGE IN SELF-REFLECTION – Additional questions will become apparent as the research begins and progresses. Such as:
a. How and when will the process be presented to the teachers?
b. What kinds of questions will need to be developed to assess the readiness of the staff and students?
c. What is the best way to utilize the resource tool provided to the district?
d. Who will maintain the data over time?
e. How with the data be used?
f. How can we facilitate district use of the process at a future date?
• EXPLORING PROGRAMMATIC PATTERNS – There will be issues that are determined that will need to be defined and refined as the project moves forward. Several issues will need addressing:
a. Training for teachers after the assessment for readiness. This will include how to use the process to build the portfolios, how to use it for assessment and how to instruct students on how and what to include in their portfolio.
b. Time is always an issue for both the students and the teachers. The process and end result will need to become valuable for all in order to make it worth doing. I will use a favored statement to communicate the message, “If it’s worth creating, it’s worth saving.”
• DETERMINING DIRECTION – A clear path of direction will result in the success of this project. It will be important for me to make sure I have addressed all the possible questions that will arise before the launch of the portfolio development. I am working closely with the Instructional technologist and the building administration to get the needed assistance for technical and administrative support. This support will be essential in order for the staff to understand and appreciate the importance of adding this valuable tool to our assessment resources. The assessment for readiness survey will determine what kind and how much training will be needed for both staff and students.
• TAKING ACTION FOR SCHOOL IMPROVEMENT – My research plan has already been revised to address several important questions that I did not initially anticipate. I have already developed and open an on-going communication with the Campus Instruction Technologist and with the building administrator. Informal conversations with staff have indicated that there is interest in a process for the development of portfolios that could be used for assessment and a representation of the growth a student is making.
• SUSTAIN IMPROVEMENT – Portfolios are an important tool for educational professionals as well as students. My initial project is focused on the process for students but I will propose to the staff that portfolio development is also important and vital for us as educational professionals. Professional portfolios can represent the work we do every day to teach and excite children. It can be tool for sharing what we learn as part of our professional development. I think one of the most important results will be taking active role in presenting our commitment to being life-long learners.
Action Research Project
Process Overview
Establishing a process to create digital portfolios
• SETTING THE FOUNDATION - Student assessment and evaluation of growth is important to teachers and to the students. Teachers can review student work, past and present to determine growth and acquisition of essential knowledge and skills. As students move from campus to campus and grade to grade a digital portfolio allows for viewing and assessing by all. The use of digital portfolios is not new and with open communication and adequate training the staff it is anticipated that the staff will welcome this opportunity to support student learning.
• ANALYZING DATA - As the process begins it is important to gather data on the knowledge and readiness of the staff and students to actively participate in the use of digital portfolios. Survey tools will used to assess the skills and knowledge of both the staff and the students. Questions will be developed, presented and analyzed to assess what is known and what needs to taught. Additional data will collected through the use of staff meeting presentations with focused feedback. Additional data and support will gathered from literature reviews.
• DEVELOPING DEEPER UNDERSTANDING – Initial interviews with the Instructional Technologist revealed additional steps to my action research. We agreed that the infrastructure needed to be determined before preceding the teacher and student assessment of readiness. The issue of assessing the portfolios was also discussed and we determined that the initial research project should be focused on the process of developing the portfolio with a follow-up project be initiated to develop a rubric for assessment. At this time there is no process so we determined that this should be the focus.
• ENGAGE IN SELF-REFLECTION – Additional questions will become apparent as the research begins and progresses. Such as:
a. How and when will the process be presented to the teachers?
b. What kinds of questions will need to be developed to assess the readiness of the staff and students?
c. What is the best way to utilize the resource tool provided to the district?
d. Who will maintain the data over time?
e. How with the data be used?
f. How can we facilitate district use of the process at a future date?
• EXPLORING PROGRAMMATIC PATTERNS – There will be issues that are determined that will need to be defined and refined as the project moves forward. Several issues will need addressing:
a. Training for teachers after the assessment for readiness. This will include how to use the process to build the portfolios, how to use it for assessment and how to instruct students on how and what to include in their portfolio.
b. Time is always an issue for both the students and the teachers. The process and end result will need to become valuable for all in order to make it worth doing. I will use a favored statement to communicate the message, “If it’s worth creating, it’s worth saving.”
• DETERMINING DIRECTION – A clear path of direction will result in the success of this project. It will be important for me to make sure I have addressed all the possible questions that will arise before the launch of the portfolio development. I am working closely with the Instructional technologist and the building administration to get the needed assistance for technical and administrative support. This support will be essential in order for the staff to understand and appreciate the importance of adding this valuable tool to our assessment resources. The assessment for readiness survey will determine what kind and how much training will be needed for both staff and students.
• TAKING ACTION FOR SCHOOL IMPROVEMENT – My research plan has already been revised to address several important questions that I did not initially anticipate. I have already developed and open an on-going communication with the Campus Instruction Technologist and with the building administrator. Informal conversations with staff have indicated that there is interest in a process for the development of portfolios that could be used for assessment and a representation of the growth a student is making.
• SUSTAIN IMPROVEMENT – Portfolios are an important tool for educational professionals as well as students. My initial project is focused on the process for students but I will propose to the staff that portfolio development is also important and vital for us as educational professionals. Professional portfolios can represent the work we do every day to teach and excite children. It can be tool for sharing what we learn as part of our professional development. I think one of the most important results will be taking active role in presenting our commitment to being life-long learners.
Wednesday, September 8, 2010
Action Research Plan (Draft)
My draft is posted on my Wiki for ease in making comments.Ed TEch Lamar Masters - WIKI
Monday, September 6, 2010
Week 3 - Oh the Questions???
We've made it to Week 3 dealing with the topic of Action Research. I think I know what it is what to do and now the work begins. As I considered my topic question and did the reading I realized with even more clarity how much I would appreciate feed back on my topic and 'wonderings'. So here goes. The following is the rationale for my inquiry and the question. Please feel free to comment and question me.
Portfolios look beneath the surface and provide evidence of what students think, how they think, what they value, and who they are. When used appropriately, portfolios provide a comprehensive tool for documenting student growth, efforts, and achievements. The use of portfolios will improve reading, writing, computing, communication, and reasoning skills necessary for technology rich work environments. The Texas Essential Knowledge and Skills (TEKS) for Technology expect students to be able to select representative products to be collected and stored in an electronic evaluation tool; and evaluate selected products for relevance to the assignment or task.
Essential Question: How can we use digital portfolios to document and assess student growth, efforts and achievement? How will we prepare to develop and assess the portfolios?
Portfolios look beneath the surface and provide evidence of what students think, how they think, what they value, and who they are. When used appropriately, portfolios provide a comprehensive tool for documenting student growth, efforts, and achievements. The use of portfolios will improve reading, writing, computing, communication, and reasoning skills necessary for technology rich work environments. The Texas Essential Knowledge and Skills (TEKS) for Technology expect students to be able to select representative products to be collected and stored in an electronic evaluation tool; and evaluate selected products for relevance to the assignment or task.
Essential Question: How can we use digital portfolios to document and assess student growth, efforts and achievement? How will we prepare to develop and assess the portfolios?
Thursday, September 2, 2010
What do I research?
As I examined my internship plan several options for action research evolved. In an initial search for information I found that the topics are not new and there are others that are working on solutions.
- I wonder about the development of a standardized lesson plan that integrates and aligns to the required technology TEKS. The use of technology is sometimes an after thought and a lesson plan template that offers the teacher to consider the use of technology as they develop a lesson assures that technology is used in the best way possible.
- I am curious about the way our district maintains student portfolios, especially the older children who no longer travel with their 'special folder' of past work. The ability save work for authentic assessment is a tool that both and learners could utilize to assess progress. The use of e-portfolios is a way to facilitate teh creation of an archive of student work that easier to store and maintain.
- The use of Web 2.0 tools is increasing and I wonder how we can find the delicate balance of safe and appropriate access in our school when they are so many requirements for safe and appropriate access to school internet servcies.
Saturday, August 28, 2010
Action Research
Action research is a reaction to a particular problem or concern of a particular group of people with an immediate problematic situation. The process, initiated by an individual, facilitates gathering and assimilating information that can help a group answer and make changes in a particular situation. An essential part of the research inquiry is a commitment to study a system and at the same time as a collaborative environment is established with other members of the system who will work together in a desired direction. Accomplishing this goal requires the active collaboration of researcher and clients, and fosters an environment of co-learning as the primary aspect of the research process.
Gerald Susman proposes the following as a model to guide the research: diagnose, plan action, take action, evaluate, and specify learning. The process flows in a circular manner until a lasting solution is determined.
Action research offers administrative leaders the opportunity to become engaged with the process of investigating on-going situations under their control. It provides opportunities to become more active participants in researching ways and method to improve the educational processes they are tasked with monitoring. The process also provides the unique ability to plan and implement professional development that means something on a more personal level.
As I move into a leadership role in technology I can see this process as a valuable tool to help me seek answers to questions about the delivery of technology instruction and the role technology plays in education. Teachers who deliver content will provide me with better insight into what they need to be effective facilitator and integrators of technology in the classroom. My primary teaching goal is to develop learners that are prepared for the 21st century workplace. As technology evolves so will the challenges of educators to deliver. Action research will provide the tool to address needs as they occur and then systematically find answers.
Susman, G. Action research: a sociotechnical systems serspective. Ed. G. Morgan. London: Sage Publications, 1983. 95-113.
Gerald Susman proposes the following as a model to guide the research: diagnose, plan action, take action, evaluate, and specify learning. The process flows in a circular manner until a lasting solution is determined.
Action research offers administrative leaders the opportunity to become engaged with the process of investigating on-going situations under their control. It provides opportunities to become more active participants in researching ways and method to improve the educational processes they are tasked with monitoring. The process also provides the unique ability to plan and implement professional development that means something on a more personal level.
As I move into a leadership role in technology I can see this process as a valuable tool to help me seek answers to questions about the delivery of technology instruction and the role technology plays in education. Teachers who deliver content will provide me with better insight into what they need to be effective facilitator and integrators of technology in the classroom. My primary teaching goal is to develop learners that are prepared for the 21st century workplace. As technology evolves so will the challenges of educators to deliver. Action research will provide the tool to address needs as they occur and then systematically find answers.
Susman, G. Action research: a sociotechnical systems serspective. Ed. G. Morgan. London: Sage Publications, 1983. 95-113.
Educational Blogs
The act 'blogging' to share and gather information is a very new process for me. However, I can see the value in the process. It is a way to capture "thinking" about a question. As we think and share ideas we can benefit from the contributtions of other professional who are asking and/or answering similar quesitons.As I teach my students everyday about the concept that we live in a global society, it is also true for educators. We go to work for 8 hours a day (most of us spend much more), and then we yearn for opprotunities to share and question our practices. We look for ways to share our expereiences and seek advice for our practices that aren't working. The addittion Web 2.0 tools like blogging has opened a new avenue for open disucssions for teachers all over the world.
Subscribe to:
Posts (Atom)