Week 2 Reflections of My Learning and New Understandings

     This week was truly informative.  I am feeling much more confident about this action research project because the new information presented alleviated some concerns.   For instance, I now know the focus of my action research should not address the changing of another's ideas or practices.  Instead, my research should guide me to learn more about my administrative practices and where those new understandings will guide me in being an effective leader.   
     I also discovered that when something new is learned through initial research that guides me in a new direction, it is okay, and I am able to adjust or discontinue the original and move in a new direction for my inquiry. Once I start something, new ideas and avenues tend to plague me so it is a relief to know that I can adjust and change as needed. It is also important for me to be interested and have a genuine curiosity in the question I am posing.  This type of research is so much more useful than the typical research paper we did in under grad English.
     Finally, the information gained will need to be beneficial to individuals and entities with whom I am working.  If no one benefits then time is wasted.  

Action Research: Purpose & Significance-Week 2

I know much research has been done on the use of technology and increased student achievement, but that research is basic use of technology or particular software packages.  It doesn’t specify exact technology tools and how they are used; only general information is obtained through these studies.  For example, Schacter (1999) reports that Kulik’s Meta-Analysis study found that students spend less time learning more when computer-based instruction is used.  Students also liked their classes more and developed a more positive attitude towards classes.  The other four studies done by the various researchers in the Milken Exchange of Technology provided similar results.   Because these studies don’t apply to our students at Hutto High School and the specific technology we have to use, I wanted to explore with more specificity.  With the help from my site mentor, the following has evolved.

PURPOSE

The purpose of this action research is to investigate if the use of the Mimio pad promotes or inhibits student engagement and student achievement in a secondary biology classroom.

RELEVANCE TO PURPOSE:  Within two years our district has spent approximately $30,000.00 on 70 Mimio pads for the high school alone.  Teachers or students are not utilizing the technology to its full potential.   Furthermore, one of our biology teachers and his inclusion co-teacher requested that I research new ways of instruction and differentiation to ensure ALL their students are learning.  Another issue he is experiencing is the students time-on-task and their attitude towards their studies.  After looking at their common assessment scores (every 3 weeks), six weeks’ grades, and semester exam scores, they knew there was a need for instructional method revamping to inspire all of their students.

Knowing what I know about kids and technology, I began to wonder how the use of the Mimios by the students might affect their time-on-task and achievement.

SIGNIFICANCE

The direct benefactors are the biology teacher, the co-teacher, and the students.  The indirect benefactors are the science department, the campus principal, parents, the superintendent and assistant superintendent, and society in general.

REASONING:  If my research shows that the Mimio pads promote engagement and learning, the students will benefit the most because they will enjoy their class more, exhibit more on-task behaviors, and increase their scores.  Through the differentiated instruction, the students will be in charge of their own learning allowing the teachers the opportunity to monitor more extensively their students’ understandings.   When learning occurs, scores go up and the teacher will spend less time with the principal reflecting on why his students are unsuccessful.

The principal in turn will not have to schedule a time to meet with the teacher to help him with interventions and parents won’t have to make that call to the teacher or principal to ask why their student is failing.   When learning has taken place, the principal, superintendent, assistant superintendent of curriculum, and the science department can expect higher test scores, which results in less planning and pull out programs to intervene.  Finally, society benefits because these students will develop into productive, contributing citizens.

Schacter, J.  (1999).  “The impact of education technology on student achievement:  What the most     

     current research has to say.” Milken Exchange on Education Technology.  Retrieved from 

     http://www.mff.org/pubs/ME161.pdf

Uses of Blogs by Educational Leaders-Week 1; Part 3

 Since reflection is an important aspect of the action research, blogs are a useful tool to educational leaders.  As an instructional specialist, I believe this is going to be a useful tool in coaching teachers.  I created a secure blog for each teacher I coach to use as a meeting place for us to store our work on improving instruction and student success.   The sites were also shared with their assigned assistant principal, and the campus principal.   Not only will we be able to record our questions, reflections, data, understandings, and next steps, but the immediate supervisor will be able to visit the site, track what steps we are taking for improvement, coach me (since they are my mentors), and join our conversations.  Since it is available 24 hours a day anywhere there is a computer and Internet service, we will be able to have a time outside of the busy school day to continue our collaboration for improvement. 

Action Research-Week 1; Part 3

    Technically speaking, I know that action research is a scientific process by which questions concerning needs are posed, forms of data collection determined, data collection done, reflection on the data with new understandings completed, plans for change created and implemented, and findings shared.  I also know that the process is cyclical and ongoing until the goal is reached.

     Personally, the readings required for week 1 have given me insight, a name, and validation to practices I have been using since I started my teaching career.  The first year I taught, the high school teacher and I developed a Science 1 pilot program for 7^th grade using the various phases of action research (I didn’t know what it was called, I just completed the process with guidance from the high school science teacher).  In successive years, I used the skills I learned to determine best ways of teaching the students in my middle school English classes.  Once I became the high school English Dept. Chair, I used the same methods and processes in my English PLCs.  After the realization of the impact it had on instruction, I began involving my own students in the process.  The outcome was positive and increased our students’ learning remarkably. We became an exemplary department – in State of Texas terms- and have held that status for the last 10 years. 

     Now that I am an instructional coach, action research will be even more important to me.  Through its use, many teachers and students will be impacted in a positive way through the reflection of teaching methods, the way each student learns, and the implementation of a new plan for greater success.