Action Research Cycle Plan
PURPOSE:
The purpose of my Action Research is to build teacher technology skills and confidence through the use of personalized learning opportunities.
The purpose of my Action Research is to build teacher technology skills and confidence through the use of personalized learning opportunities.
PROBLEM/SITUATION:
In our lower school, instructional technologies (computers, iPads, projectors, and document cameras) are available for teachers to integrate into their instruction, but these devices are used infrequently and ineffectively. Professional development involving technology integration has not been made a priority, and so technology use has not increased. Last year, a series of webinars developed by PLP (Powerful Learning Practices) were mandated by the administration. The purpose of the curriculum was to enlighten teachers to the power of technology in their classrooms and as a personal learning tool. Unfortunately, the very format of these sessions, presented in webinars with participants from throughout the US and overseas was not very accessible for teachers who were novices with technology. The administration also insisted that teachers participate independently, instead of in groups as the teachers strongly requested. This left many teachers feeling completely unprepared to participate, and so they did not. The teachers still lack the skills, and more importantly, the confidence, to successfully integrate technology into their daily practice.
In our lower school, instructional technologies (computers, iPads, projectors, and document cameras) are available for teachers to integrate into their instruction, but these devices are used infrequently and ineffectively. Professional development involving technology integration has not been made a priority, and so technology use has not increased. Last year, a series of webinars developed by PLP (Powerful Learning Practices) were mandated by the administration. The purpose of the curriculum was to enlighten teachers to the power of technology in their classrooms and as a personal learning tool. Unfortunately, the very format of these sessions, presented in webinars with participants from throughout the US and overseas was not very accessible for teachers who were novices with technology. The administration also insisted that teachers participate independently, instead of in groups as the teachers strongly requested. This left many teachers feeling completely unprepared to participate, and so they did not. The teachers still lack the skills, and more importantly, the confidence, to successfully integrate technology into their daily practice.
RESEARCH QUESTION:
How can I personalize instructional technology professional development to support teachers in their creation and attainment of technology integration goals?
How can I personalize instructional technology professional development to support teachers in their creation and attainment of technology integration goals?
BACKGROUND RESEARCH:
The resources I have found to be most helpful so far are:
The resources I have found to be most helpful so far are:
- Ermter & Ottenbreit-Leftwich’s Teacher Technology Change: How Knowledge, Confidence, Beliefs and Culture Intersect
- Zhao, Pugh, Sheldon & Byers’s Conditions for Classroom Technology Innovations
- Liu & Szabo’s Teachers’ Attitudes Toward Technology Integration in Schools: A Four-Year Study
- Constructivist Learning Theory (Bruner, Piaget & Vygotsky)
From my research, I have learned that while the workshop/training model of continuing professional development (CPD) is most common, it is often ineffective in generating a sustainable impact on teaching practices. For technology CPD to effect a change on the integration of technology in classrooms, it must be intensive, ongoing, focused on the classroom and occur during the teacher’s workday. It must also allow for collaboration and sharing amongst its participants. While personalized learning is currently discussed in conjunction with CPD, it is as an independent activity of individual teachers seeking out learning opportunities online. Research on the application of personalized learning in a coordinated CPD program was not found.
COMMUNITY OF PRACTICE:
My current job title is that of Lower School Technology Coordinator. I primarily work with elementary educators and their students. The position was newly created last year and its description is still something of a work in progress. In the past, our school employed a computer teacher who ran our computer lab and functioned as a specials teacher. Students would come to the lab once a week for thirty minutes to one hour to work on the desktop computers while their teacher had a planning period. There was little coordination between the classroom teachers and the computer teacher, and these classes were often spent with students playing online computer games. Historically, the computer teacher was not an expert in the field, but a classroom teacher who was moved to the position. With the change in title, came a broadening of responsibilities. I am a technology steward to my community of practice. Not only do I work to find ways to integrate technology into the learning activities of our students, but my colleagues look to me for help and advice with their use of technology in and out of the classroom. I research and explore new hardware and software that might be beneficial to our instruction, and I offer training for teachers on the uses of these devices and applications.
My current job title is that of Lower School Technology Coordinator. I primarily work with elementary educators and their students. The position was newly created last year and its description is still something of a work in progress. In the past, our school employed a computer teacher who ran our computer lab and functioned as a specials teacher. Students would come to the lab once a week for thirty minutes to one hour to work on the desktop computers while their teacher had a planning period. There was little coordination between the classroom teachers and the computer teacher, and these classes were often spent with students playing online computer games. Historically, the computer teacher was not an expert in the field, but a classroom teacher who was moved to the position. With the change in title, came a broadening of responsibilities. I am a technology steward to my community of practice. Not only do I work to find ways to integrate technology into the learning activities of our students, but my colleagues look to me for help and advice with their use of technology in and out of the classroom. I research and explore new hardware and software that might be beneficial to our instruction, and I offer training for teachers on the uses of these devices and applications.
MY ACTIONS (CYCLE 1):
The research question is: How will understanding the technology competencies and interests of teachers help me develop a personalized technology professional development plan that better serves their needs?
The action of this first cycle is to gain an understanding of the current technology skill and confidence levels of each participant. Based on this information, a personalized CPD will be developed, the first focus of which will be on familiarizing the participants with the Edublogs platform which is currently used at the school. Attention will be given to balancing material that is necessary for the posting requirement of uploading class newsletters to the site, and other functions that are of interest to the participant.
The research question is: How will understanding the technology competencies and interests of teachers help me develop a personalized technology professional development plan that better serves their needs?
The action of this first cycle is to gain an understanding of the current technology skill and confidence levels of each participant. Based on this information, a personalized CPD will be developed, the first focus of which will be on familiarizing the participants with the Edublogs platform which is currently used at the school. Attention will be given to balancing material that is necessary for the posting requirement of uploading class newsletters to the site, and other functions that are of interest to the participant.
ARTIFACTS COLLECTED:
I will be collecting:
I will be collecting:
- the self-assessment/needs-based assessment (to generate a baseline)
- initial reflection on individual technology use (interview)
- individual personalized CPD plans
- observations/notes from weekly meetings
- email correspondence
- lists of applications/devices on which each participant trains
- blog use frequency
EVALUATION:
I will evaluate the outcomes of my action by documenting the frequency with which I meet with the participants. Personalized CPDs will be evaluated against the initial teacher survey and needs that were expressed in the initial interview to determine the correlation between the stated teacher needs and the plan that was devised. Blog posts will also be counted to see if the ongoing work has increased the frequency with which the participants use their blogs.
I will evaluate the outcomes of my action by documenting the frequency with which I meet with the participants. Personalized CPDs will be evaluated against the initial teacher survey and needs that were expressed in the initial interview to determine the correlation between the stated teacher needs and the plan that was devised. Blog posts will also be counted to see if the ongoing work has increased the frequency with which the participants use their blogs.
PLAN (CYCLE 2):
While the outcomes and my reflections on them may change my plans dramatically, my current thoughts on my second cycle of action are to focus on areas of interest for each participant to see if focusing on interests has an impact of skill and confidence.
While the outcomes and my reflections on them may change my plans dramatically, my current thoughts on my second cycle of action are to focus on areas of interest for each participant to see if focusing on interests has an impact of skill and confidence.
PROPOSED TIMELINE:
December 20 - January 5: Develop initial personalized CPD plans for participants
January 6 - February 7: Cycle 1
February 10 - March 21: Cycle 2
March 24 - May 2: Cycle 3
December 20 - January 5: Develop initial personalized CPD plans for participants
January 6 - February 7: Cycle 1
February 10 - March 21: Cycle 2
March 24 - May 2: Cycle 3