Week 3-Part 3-Action Research Plan

Action Research Project
Process Overview

1. SETTING THE FOUNDATION – In the past, Bay’s teachers were given technology training on campus and during the normal work day. Today, technology training has been limited to 15 minutes a few times a year. Recently, new technology tools have been purchased for every teacher on campus. The purchase was in response to the teachers’ request to have technology that would motivate their students. The population and curriculum have changed dramatically and keeping the students engaged has become a challenge. Administration would like the equipment used and teachers see the importance of utilizing the tools, however, with lack of training and time 21st Century learning is delayed. To address the request from administration, the requirements of the teachers, and the challenges of the classroom, the action plan chosen is: In what ways would on online technology training motivate teachers to increase the skilled use of the Mimio and the engagement of their students.

2. ANALYZING DATA- Through researching literature and reflectively thinking we may become more educated on how to transfer the information to our current project. Through surveys and interviews, data will be collected to make changes meeting the needs of those affected. Experts will be consulted for information on how to solve issues as they arise. Data to be analyzed:
• Survey results prior to the start of the project
• Survey results at the end of the school year
• Blog and discussion board comments and reflections
• Personal interviews and discussions with participants
• Consultations with TIS and lead “expert” teachers
• Meetings with administrators
• Research literature and blogs on identical topic
• Review technology available to communicate

3. DEVELOPING DEEPER UNDERSTANDING- After analyzing the data, more information may be needed to gain a better appreciation for the situation. Information may be gathered by:
• Reviewing blog comments and personal interviews of participants
• By correlating and summarizing survey results
• Studying classroom lessons and logging times of technology usage
• Listing issues and reviewing literature of similar topics
• Conducting surveys with students and correlating their answers in a chart format.


4. ENGAGE IN SELF-REFLECTION- Take time for self-reflection after reviewing data collected and analyzed. Provide time for participants to self-reflect and incorporate all information into a useful plan. Reflect on:
• The interest of the participants in a new technique of online training/workshop
• The level of technology skills of the participants
• The ease of navigating the online training
• The clarity of directions given with the online training
• The level of desire to collaborate and share thoughts with fellow participants
• The issues and challenges that may arise
• Will I need others more experienced than myself to help train?

5. EXPLORING PROGRAMMATIC PATTERNS- As questions and issues arise take time for self-reflection and research possible answers from site mentors, administration, TIS, and participants.
Work collaboratively towards solutions and the creation of the plan.

6. DETERMINING DIRECTION- Create a plan after the stages of reflecting, researching, analysis, reflecting and consulting those involved. While creating the plan, make sure:
• The plan is clear and addresses the research question
• The plan addresses resources and skills needed
• The plan utilizes a collaborative approach
• The timeline is realistic and achievable
• The plan may be monitored
• The level of success may be determined/evaluated
• There is a plan for changes and improvements based on feedback and evaluations

7. TAKING ACTION FOR SCHOOL IMPROVEMENT- Implement the plan with participants in three grade levels and review the results at the end of the school year. Discuss and reflect successes and failures and make changes accordingly.

8. SUSTAIN IMPROVEMENT- After making imperative changes needed as a result of four months of research, the plan would be implemented in grades 3, 4, and 5, with a long-range plan to continue the project with grades K, 1, and 2. Upper elementary collaborative members would need to take on the role of training their peers.