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.

Reflection on Real Life Research Action Examples

This week's assignment was to view videos of leaders and the action plans they researched. As I listened to the principals and superintendents discuss their ideas, it was apparent reading research literature was an important task to be included. Continuous reading of research literature and learning how to translate the applicable information to the present action plan is logical way to search for improvement techniques. In the words of William Faulkner, “Read, read, read. Read everything -- trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You'll absorb it.”
Speaking of reading-reading literature on the nine areas driving action research was also part of this week’s mission. As I reflected, I became focused on the word, “Wondering.” I wondered if this word may be used interchangeably with reflection, the focus of last week’s assignment. As an administrator goes through the wondering steps, there should be no judgment, no answer, and it should be open-ended. I actually practiced the wondering points with my class this week. We listened to each others' article summary and made I wonder…statements without any answers given. This activity really got the students to open their minds to new ideas of investigation.
The other point I felt interesting was that leaders should never try to control or force change in others', but model his/her behavior which in turn may influence teachers to change their own behavior. The focus should be on the adult and student learning in order for improvements to occur. Administrators should keep searching for ways to help students be successful.

Educational Leaders Use of Blogs

Administrators using a reflective blog with an “open-blog policy” for school teachers might find practitioners more receptive to using it in a response format and a springboard for inquiry. In the beginning, leaders may express the use of the school blog as a place to post comments related to school events, issues, etc. Inviting practioners to respond and comment would “open the door” for raising questions and discussing issues teachers may have been hesitant to address in meetings. As practioners become more practiced at blogging and gaining insight from fellow professionals, the school would gain a sense of community. The administrator could upload suggested relevant articles, blogs, video links, etc. for practioners to explore. Practioners, feeling comfortable with the process may begin sharing their chosen suggested reading. Through the use of a reflective blog, administrators would gain an understanding of practioners’ insights. In the words of E.B. White, “Writing is both mask and unveiling.” Educator leaders may find teachers reveal more critical thinking and inquiry through blogging and sharing.

Action Research and Reflection

As part of my assignment for my Educational Technology Leadership class I am providing a blog including reflections on what I have learned. While completing my first assignment I was introduced to the systematic process of action research and the value of reflection.
The process of action research begins with administrative inquiry through questioning and continues with researching data while reflecting. Deeper insight of the issue is gained by taking the time to reflect, to read literature, and to study practices. With the administrator inquiry, new knowledge is gained and improvements may be made. According to Dana (2009) “…faced with new educational challenges every day, administrator inquiry becomes a powerful vehicle for learning and school improvement”. It provides a meaningful way to grow professionally.
The benefits of conducting action research far outweigh the positive points of using traditional educational research. Administrators become actively engaged while modeling best practices. Principals join in the researching strategies and collaborate on problem solving in contrast to explaining a process via outside researchers and attempting to control the results. Action research is proactive versus the traditional reactive research.
In the educational setting, many types of action research occur such as district, principal, and leadership team meetings where administrators share inquiries and responsibilities. Groups of professionals may collaborate in a professional learning community to gain knowledge from each other.
Spiraling through the action research process reflection should be exercised continuously. According to Dana (2009) “many principals do not engage in the process because they just can’t find the time”. As reflection allows leaders to make informed decisions, planning a set time will provide an improved sense of control and accomplishment.

Dana,N.F.(2009).Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.