Unknowingly Doing Action Research

 

When watching the videos, I realized that I’ve been doing action research all along.  Dr. Thompson gave an example of action research as trying out a lesson and changing or adapting it, as the day continues.  I can totally relate to that.  I also feel that’s what any teacher would do, teach a lesson and change as needed if there were anything that  didn’t go so well. Action research is testing out what working best for the students and changing what doesn’t.  After hearing about nine steps, it can get a little overwhelming.  But after learning about them, I was quickly put at ease knowing that I pretty much do them when reflecting on any lesson that I teach.

Reflection is such a huge part of learning and action research.  Dr. Mertler, in the 2.1 video, states that reflection allows us to investigate our classrooms and our practice. In addition to doing this in my own classroom, I also feel that I’ve been starting this process with my innovation plan.  What I’ve learned from my previous classes and action research is that, this component of reflecting and changing is never done.  Anything can continue to adjusted or changed, upon consistent reflection.

This type of professional reflection makes me a better educator, because I’m trying for the sake of my students. I believe that if an educator is taking the time to think about past lessons or practices and adapting to help the students, they are bettering themselves.  Trying to make lessons as beneficial for students, is all that educators can really do, to aid in student success.  By taking charge our lessons, we are taking responsibility them as well and in turn help us to take ownership of our lessons and how we are teaching them.

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Call to Action: Innovation Plan

 

References:

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN Horizon report: 2016 K-12 edition. Austin, Texas: The new media consortium.

Chambers, B. (2014, August 28). L.A. cancels iPads-in-the-schools program: a failure of vision, not technology. Retrieved froM: https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c082f78d4ba4/2844325?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27L.A.%2520cancels%2520iPads-in-the-schools%2520program_%2520a%2520failure%2520of%2520vision%252C%2520not%2520technology%2520_%2520Macworld.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190506T053210Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190506%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=18fb2bc748339c3a27a69546236dc14a0cd980af02a05ed4a2c75250b858cca8

eSkwela: Community-based e-learning centers for out-of-school youth and adults, Philippines. (2009). UNESCO Bangkok Asia-Pacific Programme of Educational  Innovation for Development, 1-35.

Fritschi, J., & Wolf, M. A. (2012). Turning on mobile learning in North America. United nations educational, scientific and cultural organization, 1-54.

Haddad, W. D. (n.d.). ICTs for education: A reference handbook. ICT in Education Toolkit, Part 1: Decision makers essentials, 2, 1-68. Retrieved from https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c082f78d4ba4/2844324?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27ICTs_for_Education_Resources.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190506T053208Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190506%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=4a5958a28d6cd43e63f0abcfb32b3bc278a34aee0f8a9b88b34d0e6766f62b19

Haddad, W. D. (n.d.). ICTs for education: A reference handbook. ICT in Education Toolkit, Part 2:Analytical review 2, 1-62. Retrieved from https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c082f78d4ba4/2844321?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27ICTs_for_Education_Analytical_Review.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190506T053206Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190506%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=108af97021f89644e3e82be9118cb7b2f0a6e022a3433766cb1492667a1a33e2

Haddad, W. D. (n.d.). ICTs for education: A reference handbook. ICT in Education Toolkit, 2, Part 3: Resources 1-13. Retrieved from https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/5c082f78d4ba4/2844324?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27ICTs_for_Education_Resources.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190506T053208Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190506%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=4a5958a28d6cd43e63f0abcfb32b3bc278a34aee0f8a9b88b34d0e6766f62b19

Hylen, J. (2012). Turning on mobile learning in Europe. United Nations Educational, Scientific and Cultural Organization, 1-47.

Isaacs, S. (2012). Turning on mobile learning in Africa and the Middle East. United Nations educational, scientific and cultural organization, 1-41.

Lapowski, I. (2015, May 8). What schools must learn from LA’s ipad debacle. Retrieved October 17, 2016, from https://www.wired.com/2015/05/los-angeles-edtech/

Lugo, M. T., & Schurmann, S. (2012). Turning on mobile learning in Latin America. United Nations educational, scientific and cultural organization, 1-69.

So, H.-J. (2012). Turning on mobile learning in Asia. United Nations Educational, Scientific and Cultural Organization, 1-33.

Venezky, R. (n.d.). ICT in innovative schools: Case studies of change and impacts (A. Mulkeen, Ed.).

West, M. (2012). Turning on mobile learning global themes. United nations educational, scientific, and cultural organization, 1-15.

Call to Action- Follow Up

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In the process of pitching my innovation plan, I realized I should follow a certain pattern.  After watching Nancy Duarte’s Ted Talk,  I was reiterated that I should start with the “what is” and then the “what could be” and repeat these to make my point.  At the end, I need to explain and communicate about a “new bliss”.  I really need to use my call to action to prove how my plan would better education programming, in my school.

My story behind my innovation plan is one that is really motivated by the success of students.  Being a special education teacher, all I want is for my students to be successful.  I don’t want them to just be successful in high school, but in their post-secondary life. I don’t want to prepare my students for the current world, but for the future world.

My role as a presenter, is to see the world through my eyes.  It’s my job to really sell my innovation plan and make them believe that this can truly benefit our students.  I want the audience to be as invested as I am, because if they have that same feeling they will actually put effort into rolling out my innovation plan.  They will see the value in students using ePortfolios, in the classroom, to prepare them for their post-secondary lives.

Successful Tech Integration

technology-integration

Technology can be a huge part of a classroom, whether it’s making a positive or negative impact.  Sometimes technology is meaningfully introduced to staff, through a variety of ways, continuously.  There are also times when technology is introduced briefly to teachers and then asked use it, with little to no learning opportunities.  Technology needs to be introduced and continuously  practiced, to be able to understand the educational tool appropriately.

In addition to the continuous practice of the tool, the technology being introduced into the classroom needs to be beneficial to all of the teachers needs.  There needs to be a variety of uses for the educational tool, because not all teachers can use a tool the same way.  Just simply selecting a tool for teachers to use, without input is a huge mistake.  When selecting tools in the classroom, including technology, there isn’t a “one size fits all” option.  Teachers and students need to be a part of this crucial selection process, in order to be successful.

Plus Delta

Although Plus Delta is rather simple, it would still be able to accomplish the goal at hand. Plus Delta allows for individuals to be able to get a visual of the good and the needs.  After reviewing the positive and the delta, the needs, it allows for the individuals to brainstorm about the ways the delta can be improved.  I really enjoy that this tool allows for a leader and other staff to be able to reflect and collaborate, in a positive manner.  I know that sometimes people can be defensive when told they need to improve, but this tool seems like this awkward situation can be avoided.

I think this would be of great use, when carrying out my innovation plan.  When meeting with teacher who are piloting and later all teachers that are using ePortfolios in the classroom, this will be a great way to provide feedback and grow .  I think that with the visual and mention of the positive, my fellow teachers wouldn’t be as hesitant to hear about the areas of need.  This could be used individually, with a one-on-one meeting after an observation.  It  could also be used at department meetings and faculty meetings, to go over commonalities noticed during observations.  I’ll definitely take this tool into consideration, for my innovation plan.

Professional Learning Plan Outline: ePortfolios

I’ve included a snapshot and link of my PL Outline for the professional learning related to my ePortfolio initiative.  I have developed a month by month plan of the learning that teachers and administrators with be a part of, while developing and helping students develop their ePortfolios.  My innovation plan goal is for students to develop an ePortfolio to reflect, collaborate and make meaningful connections through the learning process to prepare them for post-secondary life by enabling them to be lifelong learners.

PL OUTLINE