{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
• ???

Failure IS an option

I am not a person that believes failure is not an option. I've learned to accept that failure is a part of life, a part of learning. It may not be fun or good on the ego, but I fail. As human beings, we fail on a fairly regular basis.

Talking the other day with some cadre mates, I made the comment "Started playing Halo 4. I die. A lot. And often." You see, over the weekend my brother dropped off his X-Box (really, I am doing him a favor. The kid is in Med School and shouldn't be wasting his time on such frivolity) and I started to play Halo. Here's the thing, I am truly terrible. And, playing Halo makes me want to punch someone. I want it to slow down I hate that my hands and brain can't catch up with what is actually happening on the screen. It is safe to say that I am a failure at Halo.

I am okay with being a failure at Halo. Let's be honest, it really doesn't matter. Maybe I wasn't a complete failure. I did actually get better with each resurrected turn. But ultimately I was frustrated, frustrated that I couldn't seem to get past a level. What's the point of dying over and over again?
Somewhere in the midst of my perpetual cycle of death, I began to think about the kids in my classroom. How often have they felt this way in school; feeling like they are stuck in a cycle of educational death? After all, gaming is a way of learning.

I just don't get it.
Why isn't this working?
I hate (fill in the blank with the subject or concept of your choice).
But I studied. 
I practiced.
But I can't fail!
I HAVE to do well on this!

I hear it every year. Kids who feel frustrated. Some of them give up. Some do not.

I am thinking of giving up on Halo. It's not my favorite and as I stated earlier, who cares if I stop playing. It doesn't matter in the grand scheme of life. But am I done with gaming? Nope. There are a lot of games I actually like. I can move on to the next one. Find something I do enjoy.

What about the kids in my classroom? Classrooms everywhere for that matter?

For many of them failure is not an option. Failure is earth shattering.
For many others, the constant failure is the death of learning. It is a constant source of frustration. They do not have the option of simply stopping and playing another game. There are certain things that they have to know. They need to know how to read, write, multiply. Options. There need to be options. Just as I can find another game to enjoy, I am still gaming. As a teacher, I want to provide options to my students. I want to help them work through the frustration and feeling of failure. I want them to understand that failure is an option and it will all be okay. They will learn, get better. And if they need it, we will find another option. Another game. Another way to figure it out.

For the record, I did enjoy creating my avatar.

I Am Ready For This

Thrown together, from all over the country (though California is heavily represented, myself included), 16 people are gathered together, all starting their Masters program in Learning Technologies at Pepperdine University, Graduate School of Education and Psychology. They stay in dorms, hang out all day and it turns out, they actually like one another. During the course of the week they are given the following tasks: imagine a yo-yo in space...does it work, make a portrait poster, build lego robots that can make through a Goonies inspired obstacle course while The Goonies plays in the background, build sandcastles, pretend it's 2 years down the road at a party and you are introducing yourself to a friend and handing them your business card, and chop vegetables. And delicious snacks are there for the taking.

Totally what I expected of my grad school orientation. Yeah, not so much. 

Myself and 16 others are preparing to walk together for the next year. It will be hard work. There is no doubt about it. I have spent this last week observing, laughing, listening, absorbing and questioning. I am thinking about brain and what makes them tick. Why do I like editing video but am not so game for coding (no pun intended)? Is this an opportunity to re-invent...to find my 2.0? What future do I want to create? What are my student's brains doing? How does this experience translate to my classroom? Is the Lego robot challenge going to ever work? 

I am supposed to ask the why and find answers.

Right now, I have no answers.

My brain is full. 

I am ready. 

But...maybe remind me 6 months from now.

And so it begins...

I started a Master's Program in Learning Technologies (MALT) at Pepperdine. For reals. Today is day 1. Cadre Camp. A time for "adults" to come together, get to know one another and become oriented. Living at Pepperdine is not a bad way spend the week. Sitting in a room with 15 new friends, exciting and slightly intimidating. Going over the program goals and classes...the winning combination of nausea and excitement. I am going to have to work and work hard. And yet, I feel like I can do this. Why?

I am ready for this, not because I feel like I know enough, but because I am ready. I am ready for this adventure. I am indeed feeling overwhelmed and slightly intimidated. So many different backgrounds are represented in this group. But...I feel like I can do this! After the overview today, I can say there are definitely aspects of the program that I am not looking forward to. Gaming. Not my thing. Never really has been, aside from Mario and Luigi and Duckhunt. But...I can do this. I am doing this.