{KS} Examining an Action Research Project

Action Research Review

Harmonic Integrations: Methods and Technologies for Conducting Educational Technology Implementations by Joel Lowsky

The problem Lowsky addressed in his AR was: the "underwhelming" educational technology integration into classrooms and curriculum. Specifically, his goal was to see technology used as tool to help teach and improve learning.

Lowsky begins his AR by first examining the problem, defining the role of the technology specialist and then describing the community where the technology integration will be taking place. His research is organized into three different cycles. 

Each cycle is divided into section:

• Introduction 
• Actions Taken
• Desired Outcomes
• Evidence and Analysis

Within each cycle, Lowsky's research and actions are dependent upon 

1. Communication and discussion with the teacher regarding the class session and learning topic.
2. Research to find out what would work best for that class session and learning topic
3. Implementation with the teacher of the research to integrate technology as a tool to improve teaching and learning.

Lowsky's questions guiding his research and subsequent actions were: 

• How can I leverage my continual self-improvement in educational technology integration to support teachers with technology-in-the-curriculum integration goals? 
• What methods can I develop to maximize educational technology integration?

Overall I found Lowsky's AR to be organized in a manner that was easy to follow and read. Much of that however, was due to the organization of his site rather than the material itself. Had I been attempting to extricate this information from his AR paper alone, I would have had more difficulty. Perhaps this could be rectified by further subheadings to further guide the reader.

In regards to his structure and categories, they not only make sense, but as a teacher I also understand the necessity of the steps within each cycle and appreciated the overall structure.

Lowsky's AR is important in the education arena though I felt that it was very specific to his own desired skill set, site and circumstances. That being said, it did address his research questions which made sense given his work environment and job.

Ultimately, I found Lowsky's AR to be an excellent source when looking into the problems surrounding technology integration and the role of the technical specialist. It was clearly well researched and organized well.

{KS} AR Framing

Framing my research problem...I am still struggling a bit with my AR questions but am beginning to feel better about the direction I am headed. As I tackle more of the Literature Review, I am finding more clarity.

Field of Action: Professional Development and Tech Integration at a K-8 Elementary School
Problem: Teachers are feeling frustrated, anxious and overwhelmed when faced with integrating technology into their curriculum and classroom as a learning tool.
Possible Solution: Provide professional development tailored to the individual needs of the staff using Design Thinking principles.
Library search terms: professional development, design thinking, technology integration, motivation to change, differentiation, professional training, engagement, professional learning communities, technology coordinator,
Outcome: A happier staff and classrooms wherein teachers and students are actively utilizing the technology because they are more comfortable and confident.
Research Questions: (a work in progress) Here are the questions I am attempting to answer as I navigate and explore this new world:

1) What questions arise out of my experience to which I would like to search for answers?

• how can I support teachers so that they feel more comfortable?
• how can PD be differentiated to meet the individual needs of the teacher and classroom or grade level?

2) What might be the answers to these questions?

• differentiation
• 1:1 support
• professional goals tied to technology integration
• 
  

3) What do I think might be the underlying causes of the situation for which I have these questions?

• lack of time
• lack of support
• money
• did I mention time?
• the need to do too much in a short period of time
• not applying what is known about how individuals learn to PD and adults
• 
  

4) What alternative answer might exist

• restructure PD
• restructure the classroom

5) Where do I fit into the situation as defined by the questions?

• Technology and Curriculum Coordinator and working with administration and staff to support integration into the classroom

6) What opposition will I encounter?

• time
• attitudes
• money
• support from all parties involved
• resources

7) Where are the sensitive issues?

• change. people are scared, intimidated, opposed, etc to change
• previous experiences have made it so that it is difficult for teachers to 'buy in"
• time constraints
• teachers already feel bogged down by their many and various responsibilities 

8) What are the constraints?

• time 
• money

9) Who needs to be involved?

• myself
• teachers
• administration
• IT?

10) Whose support do I enlist?

• teachers
• administration
• computer lab aide
• ???

{KS} AR Logic Model-Staff Development and Design Thinking

{KS} Topic 4: Action Research Ideas

The world of education is overflowing with research. Research that tells us how individuals learn best. Research that speaks to the importance of differentiation, personalization, applied meaning and realistic goals.

The world of Staff Development (SD) or Professional Development (PD) is overflowing with resources. However the majority of it fails to recognize the above research.

Recently I read Change by Design, by Tim Brown and was struck by the applicability of Design Theory to education, specifically SD and PD.

This year, I am working part time in the classroom teaching 8th grade Language Arts and part time as the Technology Coach/Mentor for my school site and district.

Facilitating PD/SD for a staff that I have worked with for 10 years is something I am excited about but am also being very careful about. Historically our staff, like most school staffs out there, have sat through pretty terrible or seemingly meaningless training. I want to avoid that. I want to identify the needs of the staff and plan PD/SD around those needs. This is where Design Theory comes into play. My Action Research will be to apply Design Theory principals to PD/SD.

In turn, it is my hope that teachers will not only have learned something, but will find themselves excited and feel supported as the PD they experience throughout the course of the year will be differentiated, personalized, meaningful and tied to their attainable goals.

{KS} Topic 3: AR Force Field Analysis

While there are many factors that can be considered forces for change and forces against change, the following Force Field Analysis identifies the major forces on both sides in relation to my Action Research topic. The change desired or proposal is to facilitate teacher training with the outcome: Teachers effective and efficient use of technology in their lesson/curriculum and communication. It is important to recognize the factors on both sides in order to honestly identify what needs to take place in order to achieve the desired outcome.

{KS} Topic 1: The place I spend my days

I work at a K-8 elementary charter school in Northern California. It is a small family friendly school that attracts families from the surrounding communities. The school has been recognized as a California Distinguished School and has always scored well on state testing. The combination of the academic successes and family friendly atmosphere has made it a highly sought after placement. Typically, each grade level has a waiting list of 10+ students hoping for an opening at their grade level. There are two classes per grade level, Kindergarten through 8th grade as well as a Transitional Kindergarten class, totaling approximately 420 students. The staff is comprised of 21 Certificated teachers including Special Ed and P.E., 6 Instructional Aides, school secretary/ administrative assistant and Principal. The nurse, speech pathologist, ELL teacher and psychologist are all employed part time to serve the needs of the site.

The school offers an after school program for homework help and intervention 2 days a week for one hour. The computer lab is open daily before school for student use.
Teachers meet weekly to collaborate with their grade level partner to ensure consistency. PLC teams, grades K-3, 4-5, and 6-8 meet two times per month to collaborate and discuss needs, intervention and enrichment based on student data. This year, the staff will be meeting once a month for staff development focused on 21st Century Skills and technology integration.

As of the end of September 2014, each student, grades 3-8 will be issued an iPad for their use. An iPad cart of 30 iPads will be shared between each grade level, 2-K.  Additionally, there will be 2 Mac laptop labs available for checkout for larger projects that cannot be completed on the iPads. Teachers each have a laptop and are varied in their technology comfort levels. Depending on their level of comfort, some teachers are more game for trying new programs and experimenting with different technologies than others. All, however, are willing to learn and use the hardware and resources provided with training.

Curriculum is primarily all digital grades 6-8 and is becoming more so in the lower grades as well. The school is a project based environment and therefore the technology has been essential for research and creation.  The computer lab and library are utilized 1-2 times a week per classroom teacher for whatever project or lesson they are working on.

For the most part, it is clear that teachers love their job and it spills over into their classrooms, apparent to students, fellow teachers, and parents.

{KS} Topic 2: Ethical Issues and Human Research Participants

I've been certified.

By the NIH.

In light of the summer MALT classes and readings, I found myself paying attention not only to the content but also the format of the tutorial. It was effective and designed fairly well.  With each new assignment and class, I find myself more and more excited to be a part of this program and look forward to learning.

Let the research begin!

{KS} Core Values-AR Introduction

Who am I? 

What defines me? 

What are my core values? 

These are the questions we ask of ourselves and of others so that we may better understand ourselves and the world around us. The answers often determine the what and why as we live out our lives. 

I have always had a fairly strong sense of who I am and I find that with each passing year, that sense becomes more refined and clear.

So, what is it that makes me tick, that defines who I am, what I do and why I do it?

1. Learning...I love to learn- I have been known to say that "learning is my crack."  While it is not the most refined of statements, it is the best way I know to describe how much I truly enjoy learning something new, being challenged and growing.  I love that in learning I am consistently humbled and aware of how much I don't know. Simple or complex, learning about people, art, history, ideas, practical or not, learning is truly my drug of choice.

2. Community- It's not about me. I am a part of a community, of many communities. Within that framework, I seek to live out a life of honestly, authenticity and genuineness in such a way that serves the community in which I am a part. I try to be aware of those around me, their feelings and motives and put others at ease. We are all living out the human story and it is as much a communal or shared journey as it is an individual. 

3. Faith- Faith in something greater than myself. Faith in a grace that knows no ends and is plentiful. Faith that gives me meaning to this life.  I believe that we all reflect the God image in us and that in the truest way, hope and love are my purpose. I can't control everything and the freedom that comes from knowing that truth allows me to focus on that which is directly in front of me. 

When it is all boiled down, these 3 values are the core of who I am. Everything I am and do relates back to these things.  My worldview, sense of purpose and desires all circle back learning, community and faith.

And at the end of each day, it is what I find myself reflecting upon.