Week 3, Part 2 - Developing an Action Research Plan

Goal: How can using online multiplication games and programs help low-performing students improve knowledge of multiplication facts?
Objectives	Activities (Action Steps)	Resources Needed	Timeline       For Completion (start/end)	Person(s) Responsible For Activities	Process For Monitoring Achievement Of Objectives	Assessments For Evaluating Effectiveness Of Research
For low-performing students, determine the initial level of mastery of multiplication facts.	Use a quiz of multiplication facts (2's through 12's) to check initial level of mastery of multiplication facts.	Quiz of multiplication facts (2's through 12's) created using ACCES. Google spreadsheet set up to document student results that can be viewed by those educators and administrators involved in the action research project.	Administer quiz sometime during the first two weeks of the second semester of school (2011-2012) during one class period.	Teacher(s) of low-performing students, math curriculum coach.	Administer the quiz and document results on the Google spreadsheet to use as a baseline for comparison as the school year progresses.	Formative assessment using a quiz of multiplication facts (2's through 12's).
Engage low-performing students in the practice of multiplication facts to improve knowledge.	Use online multiplication games and/or math software to improve knowledge of multiplication facts.	Websites and/or math software that can be used to practice multiplication facts.	Once each week starting with second semester of school/ending with last week of the 5th six weeks.	Teacher(s) of low-performing students, math curriculum coach.	Monitor the online multiplication game practice to encourage student effort.	Formative assessment through teacher/math curriculum coach observations.
Spot check student progress toward mastery of multiplication facts.	Use a short quiz to check on student progress in mastering multiplication facts (quiz designed to check specific multiplication facts in order to pinpoint problem areas).	Short quiz created using ACCES that is grouped by specific multiplication facts to facilitate the recognition of problem areas.	Every week and a half to two weeks (depending on scheduling conflicts) starting with the second semester of school/ending approximately two weeks before the summative assessment described in activity 4.	Teacher(s) of low-performing students, math curriculum coach.	Administer the short quiz and document results to track progress. Use the results to modify the selection of websites and/or math software being utilized.	Formative assessment using a short quiz of specifically grouped multiplication facts.
For low-performing students, determine the final level of mastery of multiplication facts at school-year-end.	Use a quiz of multiplication facts (2's through 12's) to check final level of mastery of multiplication facts.	Same quiz of multiplication facts (2's through 12's) created using ACCES at the beginning of the year.	Administer quiz during one class period in the last six weeks grading period of the school year.	Teacher(s) of low-performing students, math curriculum coach.	Administer the quiz and document results to determine amount of improvement since the beginning of the year.	Summative assessment using a quiz of multiplication facts (2's through 12's).

Week 3, Part 3 - Steps to Follow in My Action Research Plan

Setting the Foundation:
Based on a discussion with a panel of high school advanced placement (honors) students several years ago, during which one panel member expressed how important memorization of multiplication facts had been to her success in pre-advanced placement and advanced placement mathematics classes, I have wondered about the impact of that statement on math students in lower grades. With a decline in scores on the math TAKS test the last two years on my campus, my site-mentor and I agreed action research in the area of mathematics would be valuable. The combination of these two events has lead me to my action research inquiry (How can using online multiplication games help low-performing students improve knowledge of multiplication facts?).

Analyzing Data:
I have already begun to look at information provided in the Final Report of the National Mathematics Advisory Panel (2008). I also plan to review fifth-grade math TAKS scores for our incoming 6th graders to determine which students are low-performing. At that point, levels of mastery in regard to multiplication facts will be determined by analyzing the results of a pre-test. Throughout the year regularly administered quizzes will be analyzed to establish whether the action research plan needs to be modified in any way.

Developing Deeper Understanding:
In addition to quantitative data, we plan to analyze the observations of the math teachers and math curriculum coach as they supervise the online multiplication game time. Along with these observations, we find it helpful to interview a sampling of students to gain a deeper understanding of their level of engagement both at school and possibly at home as these students realize these multiplication games are readily available to them on the Internet.

Engaging in Self-Reflection:
Until I begin collecting data after the school year begins, I don’t have much on which to reflect. However, I have begun to wonder where my research might take me if we don’t see any improvement in levels of mastery of multiplication facts by the end of the school year. This would bring about a whole new action research project that will require additional thought and literature research.

Exploring Programmatic Patterns:
An analysis of the data collected during this school year might be used to guide the administration on my campus in its decision-making about such things as the master schedule, use of the computer labs, possible grants to procure the technology necessary for widespread implementation of continued practice through online math games, and best use of personnel. If the data indicates this additional practice is not beneficial in increasing mastery levels of multiplication facts, more research will be needed.

Determining Direction:
I feel I have a very clear vision of how my action research plan will proceed once the school year begins. As a veteran math teacher, I feel confident the activities planned for measuring progress and the methods for collecting the data will be adequate for the purpose of my action research topic. Because my topic is based in mathematics, the quantitative data collected will be very helpful in determining whether student mastery levels improve. The observations of the math teachers will further assist us in evaluating the success (or lack of success) we experience. This evaluation will help us revise the plan as needed throughout the year.

Taking Action for School Improvement:
I have already created an action research plan in part 2 of this week’s assignment that I will modify and adjust as the year progresses based on data collected, input from the math teachers who will be assisting with the implementation of the project, and my site-mentor.

Sustaining Improvement:
If the we determine the results of the action research are positive upon review of all the data collected throughout the school year, we will be sharing this information in a vertical alignment in order to help the elementary as well as grades seven and eight in our middle school. Typically we share effective practices with our sister schools in the district, so I anticipate this horizontal sharing of information as well.

What I know about action research so far…

Let me begin with a statement by Nancy Fichtman Dana (2009) I plan to keep on my mirror for a visible reminder each day.

With all the never-ending demands on a principal from a large and diverse number of constituencies, coupled with the numerous emergencies that surface on an almost daily basis, it is easy for principals to lose sight of why they aspired to be principals in the first place – leading and inspiring the teaching and learning that occur within their schoolhouse, a task that has become increasingly more complex in recent years. (p. 2)

Reading that almost makes a person wonder why someone would ever desire to be in a position of leadership in the field of education. However, action research provides a means and an end to help educational leaders face these many issues.

Action research is “one tool that can be used by principals to untangle the intricate web of demands in which they become entangled each day, take charge of their own professional development, and become the ‘head learner’ of their school” (Dana, 2009). It provides a method of continuous improvement through the process of determining what educational concern needs to be addressed. This inquiry is best when formed as an open-ended question rather than one that only requires a yes or no response. Once the inquiry is identified a plan of research is developed involving the gathering of data related to the concern. This data is then analyzed based on a perusal of current educational literature on the matter. This analysis and a new understanding of the problem in question lead to change in the educational setting. Interestingly, the last step of action research involves sharing what has been learned (or discovered) with other educators. In my opinion, this is a reminder that we’re all in this together, or as the saying goes, there’s strength in numbers.  

REFERENCES:

Dana, N.F. (2009). Leading with passion and knowledge. Thousand Oaks, CA: Corwin.

How Might an Educational Leader Use Blogs?

I’m certain I will only hit the tip of this iceberg, but I have gathered a few ideas this week about how educational leaders can utilize blogs in their careers for a variety of purposes.  Blogs are great as tools for reflection, which is valuable to principals and other educators as well. This web 2.0 tool also creates the opportunity to gain input from others which can lead to rewarding collaboration. Blogging can even be used to set by the educational leader to show a continued love for learning.

In EDLD 5301, I am learning about action research particularly for educational leaders, but as a significant tool for all educators. A tremendously important aspect of action research is reflection. As one principal stated, “my blog permits me to ‘think big’ for an extended period of time…[and] it forces me to play with, develop, and challenge ideas in a way that makes learning interesting and engaging for me” (Dana, 2009). Basically, a blog allows educational leaders to keep on-going records of their original inquiries, thoughts, and ideas as they develop. With a blog, in addition to written expression, images and links to other blogs can be included which enhances the reflection activity.

I would venture to say all educators know the value of collaboration. Educational leaders can use blogs “to share [their] inquiry outside [their] school or district” (Dana). “Sharing [their] inquiry in the form of a blog automatically connects [them] to a large audience of principals” (Dana). The possibility of countless contributors exists if an open blog is used; however, some may prefer a blogging community closed to outsiders, thereby limiting the number of people who can add their comments. In essence, a blog in this situation could be considered a principal’s “personal learning community” (Dana).

In addition to these more traditional blog ideas for educational leaders, “principals can share their…blogging time with students to model a love of writing” (Dana). One principal in the text had a scheduled time each week when she would join some classes as they held a writer’s workshop. The students would see her blogging about her thoughts.

These are just a few ways educational leaders can take advantage of blogging, but all of them can result in far-reaching benefits.

REFERENCES:

Dana, N.F. (2009). Leading with passion and knowledge. Thousand Oaks, CA: Corwin.

EDLD 5306 Course Reflections

When EDLD 5306 Concepts of Educational Technology began, I was wrapping things up for the year in my own classroom. Honestly, I can’t be certain what I was envisioning about my own education because I was still completely immersed in the education of my students. However, I did have a vision of what outcomes I thought would result from the Technology Leadership masters program. I felt this coursework would help me understand technology well enough to assist others in the implementation of 21^st century skills in their classrooms. Without a doubt, I have started down the right path to accomplish this personal goal. In these fast-paced five weeks, this course has definitely taught me so much more about technology than I knew before, but I’ve learned a great deal more than just technology skills. I’ve come to understand there’s considerably more to being a technology leader than just understanding those skills.

For years, I have considered getting my masters, but until I discovered Lamar University’s Masters of Education in Educational Technology Leadership, nothing seemed like the right choice for me. I didn’t just want something to help me further my career in education. I also wanted coursework that would benefit my students as I worked toward completing that degree. This program has already helped me achieve a small part of these goals. The articles and books I have read, the videos I’ve watched, and the discussions I’ve had with members of my cohort have given me ideas to use in my classroom in the fall. These are ideas I believe will help to engage students on my campus as a result of bringing 21^st century skills into the lessons. It has also been helpful to learn that my district is in a relatively good place when it comes to the technology we have available for our use. We still have room for improvement, but we’re better off than many other school districts.

Fortunately for me, I was raised by parents who taught me to see the glass as half full (to use an old adage). Although I wanted to know everything immediately upon completion of this course, I realized EDLD 5306 gave me a great start in the right direction for becoming an educational technology leader. As a result of this coursework, I have learned about so many different resources that are used by those in this field. Quite often, I have told my own students that a really smart person doesn’t necessarily know everything, but a really smart person knows where to find the resources to get answers that can be used to solve problems. So, I don’t know everything (yet), but I now have resources at my disposal to help become a technology leader.

As I worked through EDLD 5306, there were days when I thought I must certainly be the most incompetent person in the cohort and possibly in the world! The first week I thought I might have made a mistake as I sat up late on Saturday and Sunday nights trying to finish the assignments because I had been so busy all week trying to wrap up the school year with my own students. I may never have been as grateful as when someone asked during the first web conference if anyone else was overwhelmed. Oh my, how the typed responses did fly. It seemed as though everyone in attendance felt the same way. It was almost strange how knowing others were just as frustrated as me somehow made things better. That almost seemed a bit twisted, but this common burden will all shared started the camaraderie that helped me get through the course successfully as I completed first one assignment and then another.

This course taught me about technology tools I had either never heard about or never used before, such as Web 2.0 tools, LAN, WAN, wikis, blogs, embedding videos, Animoto, and more. Learning about those things was exciting, especially since I have sons who are digital natives. It was fun being able to tell them about the tasks I was completing as the course progressed. I also learned more about myself. I realized I still have a lot to understand before I can be a successful technology leader. That understanding will come as I work through the remainder of the program. I enjoyed the opportunity to help others which made me believe I have the right mentality to be a good leader. Maybe most importantly, I realized that my attitude is healthy. I was desirous to keep moving forward even when challenges seemed insurmountable.

Week 5 Web Conference

We really made it (well, almost). As always, Dr. Borel was patient, understanding, and infused humor into the situation whenever possible. Even with the end of this first course so near, there were still some very important things she shared with us.

A few new wiki pages need to be added before the next course starts (Field-based Activities Monthly Report, Internship Field-based Activities Summary Report Updates, and Reflections of Course-based Embedded Assignments). The first monthly report is due by August 1st. Summary reports will be done as activities are completed. The first reflection really should be completed before the next course begins, even though the deadline for that reflection isn’t due until the seventh course.

It was so helpful when Dr. Borel repeatedly reminded us we don’t have to make this hard on ourselves. Once again she gave examples of how we can fill out our internship plans and principal competencies charts. She also pointed out that we need to spread out our activities over the 18 months of the program. It was also helpful and a relief to know we can change activities from what we initially put on the plan or chart if a problem arises that would prevent us from completing the original activity successfully.

The team spirit of our cohort group A was very apparent during this web conference (thanks especially to Mary). I think our group motto has become “together, we can do this!”

Week 4 Web Conference

It's June 16, 2011 and we are winding down to the end of our first course in the Educational Technology Leadership masters program, with only a week and a half to go. Some very important things still remain to be completed before that time is up though.

Dr. Borel went over the details about documents we will be adding to our Tk20 accounts, such as the Internship Plan and part 1 of Assignment 1. She also showed us where to find the 33 ISTE standards in our textbook and how to use that information to complete our Internship Plans. It was a relief to have her remind us that most of the 38 principal competency skills will probably be fulfilled as we complete the 33 ISTE standards required. We were instructed to not take action on certain course-embedded assignments until we receive a revised handbook, which she said may not be until the end of August.

As Dr. Borel said at the beginning of EDLD 5306, we should work with the end in mind. That will help us avoid procrastinating on many of our requirements, such as completing a summary report as we work on the 33 ISTE standards and the 38 principal competency skills. She instructed us to update that report every time we complete an activity so it’s done as we go rather than having the daunting task of completing the whole thing at the end of the program.

Yes, the first course is almost done, but we must not slow down as we approach the fifth and final week. We have some crucial tasks left to finish before we can finally say, “We made it!”