Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Teacher knowledge of technology equipment must improve. (1)
2. Technology must be incorporated into lesson plans. (2)
3. Student technology opportunities must increase to enhance their learning experience. (3)
Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)
1. Maintain our relationship with our parent and community volunteers. (1)
2. Maintain our school and district budget for technology resources. (2)
3. Maintain our technology committee for support. (3)
SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)
1. Parent and community volunteers will continue classroom visits and or support at least once a week. (1)
2. Technology will be incorporated into instruction at least 3 times a week. (2)
3. Students will have the opportunity to use technology to enhance their learning at least 2 times a week. (3)
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. Teachers will identify technology instruction in lesson plans for administrators and technology committee members to see. Are teachers documenting the use of technology?
2. The use of classroom walkthroughs to see technology used in classroom instruction and by students. Are the teachers using technology to teach students? Are the students using technology to enhance their learning and or to produce work?
3. The use of surveys and interviews from parent and community volunteers to see how often they are volunteering. Has their volunteering increased or decreased since the technology push? Do they still feel valued and welcomed?
Wednesday, August 4, 2010
Tuesday, July 27, 2010
time line
• Draft timeline for completion or implementation of activities
August: Meet with Site-Based Committee to set goals for technology in our Campus Improvement Plan. Create a technology committee that will oversee this action research project. This committee will also collaborate for ideas and resources. Read literature and websites based around the use of technology in the classroom.
September: Gather sample population (2 all-subject classrooms in 1st, 2nd, 3rd, and 4th grades) This will allow for us to see how technology is used in all subject areas and across grade levels. Provide technology resources and teacher trainings on the use of the technology equipment. Teachers will set up all technology resources in their classrooms. Gather student baseline data of academic scores and performance. Conduct pre-interviews and surveys on the use of technology in the classroom. Continue website and literature readings on this topic.
October: Share findings of literature and websites that describe the use of technology. Selected teachers will meet to develop lesson plans and activities that incorporate technology. Continue website and literature readings on this topic.
November: Teachers will present lesson plans that incorporate the use of technology. Teachers will journal and/or blog weekly results. What has worked and what has not. The technology committee and I will make observations and conduct classroom walkthroughs to see technological progress. Furthermore, asking students and teachers their viewpoints of the new technology used. Taking field notes will help us to reflect and analyze once leaving the classroom. Continue website and literature readings on this topic.
December: Compare and contrast student scores and academic performance from beginning of year to mid-year. Conduct mid-year surveys on student point of view and motivation. Conduct mid-year surveys on teacher input. Compare and contrast the classrooms using the technology resources to the ones not using them. Compare and contrast the different uses of technology amongst grade various grade levels. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
January: Meet with the Site-Based Committee to review data and progress of the action research. Meet with the technology committee to make any needed changes and/or adjustments. Continue website and literature readings on this topic. Have the teachers from each grade level participating share ideas and activities they have incorporate in their classrooms. The teachers will share what has worked, what has not, and what can be modified. They will use their journals and blogs to reflect on their experiences. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
February: Now that the technology has become more integrated into the classroom curriculum, have students create work with the use of technology. Gather these student products and artifacts. Interview students on the work they have created. Survey teachers on the similarities and differences of assignments with technology and not. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
March: Now that classrooms have even more experience with technology, take photos and videos of lessons and work conducted in this classroom setting. Share these findings with the Site-Based Committee, technology committee, and staff. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
April: Compare and contrast student scores and performance with the beginning of year, mid-year, and end of year data. Conduct final interviews and surveys on the use of technology in the classroom, amongst various subjects, and amongst carious grade levels. Have the teachers from each grade level participating meet with the technology committee to discuss the progress of technology in the classroom. Have these teachers share their journals, blogs, and experiences. Analyze all data, ask further questions/wanderings, and form all data into a presentation.
May: Complete a presentation of data and information gathered throughout the school year. Share this presentation with the staff and have teacher participants share their experience. Promote the use of technology in the classroom and discuss future professional development in technology for the following year. Discuss our new technology goals and objectives. Share technology findings with parents in a newsletter explaining the upcoming goals for the next school year.
August: Meet with Site-Based Committee to set goals for technology in our Campus Improvement Plan. Create a technology committee that will oversee this action research project. This committee will also collaborate for ideas and resources. Read literature and websites based around the use of technology in the classroom.
September: Gather sample population (2 all-subject classrooms in 1st, 2nd, 3rd, and 4th grades) This will allow for us to see how technology is used in all subject areas and across grade levels. Provide technology resources and teacher trainings on the use of the technology equipment. Teachers will set up all technology resources in their classrooms. Gather student baseline data of academic scores and performance. Conduct pre-interviews and surveys on the use of technology in the classroom. Continue website and literature readings on this topic.
October: Share findings of literature and websites that describe the use of technology. Selected teachers will meet to develop lesson plans and activities that incorporate technology. Continue website and literature readings on this topic.
November: Teachers will present lesson plans that incorporate the use of technology. Teachers will journal and/or blog weekly results. What has worked and what has not. The technology committee and I will make observations and conduct classroom walkthroughs to see technological progress. Furthermore, asking students and teachers their viewpoints of the new technology used. Taking field notes will help us to reflect and analyze once leaving the classroom. Continue website and literature readings on this topic.
December: Compare and contrast student scores and academic performance from beginning of year to mid-year. Conduct mid-year surveys on student point of view and motivation. Conduct mid-year surveys on teacher input. Compare and contrast the classrooms using the technology resources to the ones not using them. Compare and contrast the different uses of technology amongst grade various grade levels. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
January: Meet with the Site-Based Committee to review data and progress of the action research. Meet with the technology committee to make any needed changes and/or adjustments. Continue website and literature readings on this topic. Have the teachers from each grade level participating share ideas and activities they have incorporate in their classrooms. The teachers will share what has worked, what has not, and what can be modified. They will use their journals and blogs to reflect on their experiences. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
February: Now that the technology has become more integrated into the classroom curriculum, have students create work with the use of technology. Gather these student products and artifacts. Interview students on the work they have created. Survey teachers on the similarities and differences of assignments with technology and not. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
March: Now that classrooms have even more experience with technology, take photos and videos of lessons and work conducted in this classroom setting. Share these findings with the Site-Based Committee, technology committee, and staff. Continue website and literature readings on this topic. Continue technology in classrooms and observations.
April: Compare and contrast student scores and performance with the beginning of year, mid-year, and end of year data. Conduct final interviews and surveys on the use of technology in the classroom, amongst various subjects, and amongst carious grade levels. Have the teachers from each grade level participating meet with the technology committee to discuss the progress of technology in the classroom. Have these teachers share their journals, blogs, and experiences. Analyze all data, ask further questions/wanderings, and form all data into a presentation.
May: Complete a presentation of data and information gathered throughout the school year. Share this presentation with the staff and have teacher participants share their experience. Promote the use of technology in the classroom and discuss future professional development in technology for the following year. Discuss our new technology goals and objectives. Share technology findings with parents in a newsletter explaining the upcoming goals for the next school year.
action plan
ACTION RESEARCH PROJECT
Process Overview:
Technology in the Classroom
1. SETTING THE FOUNDATION – Creating a climate to explore action research issues:
Through collaboration with my principal and the site based decision making committee, we have determined that the use of technology in the classroom needs to be addressed. We have identified technology in our Campus Improvement Plan for further development. There are many technological resources not being used and implemented within the classroom. We would like to see teachers seamlessly incorporate these resources into the classroom environment.
2. ANALYZING DATA – There will be many forms of data analyzed and reviewed throughout this process.
Data such as:
- Field notes from technology use observations
- Interviews with single teachers/students and whole group classes
- Student work, documents, scores/grades, and artifacts
- Pictures and videos taken of technology used in the classroom
- Reflective journals/blogs created by teachers
- Surveys given to teachers and students
- Literature read and websites visited
Technology Resources- WOW carts (web on wheels/laptops), web cams, flip videos, digital/document cameras, scanners, printers, projectors, televisions, DVD players, smart boards
Digital Classrooms (an addition to Education Week)
E School News
Baseline Data of Students/Teachers
Teacher/Student Interviews and Surveys
Books:
Using Technology in the Classroom (6th Edition) by Gary G. Bitter and Melissa E. Pierson
Ten Easy Ways to Use Technology in the English Classroom by Hilve Firek
Technology Integration for Meaningful Classroom Use: A Standards-Based Approach by
Katherine Cennamo, John Ross, and Peggy Ertmer
Technology Websites:
Active Learning with Technology (ALT)
http://www.southcentralrtec.org/alt/alt.html
Virtual Field Trips
http://surfaquarium.com/IT/vft.htm
www.tramline.com Technology in Support of Teaching and Learning
Apple Learning Interchange
http://ali.apple.com/ali_sites/ali/index.shtml
CARET-The Center for Applied Research in Educational Technology
http://caret.iste.org
EduWeb - Educational Web Adventures
http://www.eduweb.com/index2.html
George Lucas Education Foundation (GLEF)
http://glef.org
Handhelds
http://school.discovery.com/schrockguide/gadgets.html
http://www.handheld.hice-dev.org
Internet Archive: Wayback Machine
http://webdev.archive.org/index.php
Laptop Programs
www.learningwithlaptops.org
http://wireless.mivu.org/edcorner
Learning to Learn: Thinking and Learning Skills
http://www.ldrc.ca/projects/projects.php?id=26
Learning with Technology
http://www.members.shaw.ca/priscillatheroux/images/default.html
National Center for Technology Planning
www.nctp.com
National Education Technology Standards Projects
http://cnets.iste.org
NICENET Internet Classroom Assistant (ICA)
http://www.nicenet.org
Tapped In
http://www.tappedin.org/
One-Computer Classroom
http://facweb.furman.edu/~pecoy/mfl195/onecomputer.html
One Computer Classroom Resources on the Internet
www.lttechno.com/links/onecomputerclassroom.html.
Reviews of Education Software
www.evalutech.sreb.org
Other Organizations that Review Resources.
www.evalutech.sreb.org/otherorgs/index.asp
techLEARNING.com
http://www.techlearning.com
T.H.E. Journal
www.thejournal.com
Educators Road Map
www.thejournal.com/highlights/roadmap/default.cfm .
Thirteen Ed Online
http://www.thirteen.org/edonline
ZD Net
www.zdnet.com
Likely findings will include ways to incorporate technology into teacher lesson plans, student work, and classroom setting.
3. DEVELOPING DEEPER UNDERSTANDING – Initial data gathering is likely to lead to additional questions and an effort to dig deeper in understanding the pros and cons and possible consequences of selecting certain solutions.
I plan to interview key stakeholders to discuss their views on technology in the classroom. I will also review surveys that have been distributed to stakeholders involved. I will continue further investigating into the use of technology in the classroom by reading literature and researching through websites. I will make classroom walkthroughs while taking field notes of my observations. I will participate in active listening and collaboration with all stakeholders and the technology committee. (A timeline of these activities has been documented in assignment part 2)
4. ENGAGE IN SELF-REFLECTION – You begin to ask some reflective questions regarding choices and consequences of particular policy solutions. Questions might include:
Does our campus have the technology resources for all students and classrooms to benefit?
How should we conduct a technology inventory of our campus?
What professional development should be offered to train teachers on the use of our technology resources?
What is our budget for adding new technology devices to our campus?
5. EXPLORING PROGRAMMATIC PATTERNS – After digging deeper and posing some of the reflective questions, begin to formulate a more definite solution, and begin to consider the programmatic impact of the solutions.
Talk with at length with your site supervisor and other people whose opinion you respect to determine the pros and cons of plausible solutions. What skills and resources do they think are essential to successful project implementation? The more pit-falls you can identify before you implement your solution, the better your project will work.
Are there enough technology resources for all classrooms?
What is our technology budget?
What should the process be to fix problems with our technology equipment?
How often should we update technology equipment?
Do the teachers know how to work the technology equipment?
How do we monitor the appropriate use of technology?
6. DETERMINING DIRECTION – You are about ready to launch your action research project but you must be able to answer these questions:
A. Are you clear on what you are attempting to solve?
How can we effectively incorporate technology to enhance student learning?
B. Have you adequately addressed the skills and resources questions? Yes
C. Have you established a collaborative approach to the issue? Yes, and will continue to.
D. Are your timelines realistic? Yes, but will be flexible if needed.
E. Do you have a reasonable plan to monitor the project? Yes, many sources of data.
F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? Feedback, student performance data
G. How will you revise and improve the plan based on monitoring and evaluation? I will make revisions throughout the process. I will collaborate with the technology committee to make any needed changes.
7. TAKING ACTION FOR SCHOOL IMPROVEMENT
You may want to organize one or more committees to assist you with your
action research project. You will definitely want to develop a written plan of
action. We suggest you use the appropriate template steps (see Chapter 7 Tool 7.1or ) to guide the implementation of your research project. You will want to monitor the project (formative evaluation) and prepare a summary report (summative evaluation) of the results of your action research project addressing the use of technology in the classroom.
I will be organizing a technology committee to collaborate with throughout this process. My action plan and timeline have been established. I will keep both of these flexible if they need to be changed.
8. SUSTAIN IMPROVEMENT
Learn to maintain the positive aspects of your action research project. Those things that improved the learning or cultural environment should be appreciated and maintained over time. For example, if your research revealed an effective use of technology in the classroom, you would want to share the results with others on your campus and in your school district. You would also want to share the results with your online colleagues. We also suggest that the process you used to gain additional skills and knowledge should be applied to other areas of your personal professional development.
I will choose to share the findings of my research project with many. First and foremost, I will share my findings with my campus. I will meet with the technology committee to review our findings. I will then meet with the Campus Site-Based Decision Making Committee. We will be able to compare the findings of the research to the Campus Improvement Plan established. I will also share my research with staff members during a faculty meeting. I will develop a power point presentation that will promote the use of technology in our classrooms while describing ways to use it and the results of doing so. Sharing the results with parents and students will be just as important. I can do this at a community meeting or through newsletters. This will allow for the promotion of technology outside of the school environment as well. Parents and students will leave with ways to incorporate educational practices with their technology they have access to outside of school. Lastly, I will share this information with other educators, schools, and leaders. The information may bring about a change at another campus department. I will be documenting, journaling, and reflecting on this action research project throughout the journey. Others may read about it on my blog: http://doteacherschangewithtime.blogspot.com/.
Process Overview:
Technology in the Classroom
1. SETTING THE FOUNDATION – Creating a climate to explore action research issues:
Through collaboration with my principal and the site based decision making committee, we have determined that the use of technology in the classroom needs to be addressed. We have identified technology in our Campus Improvement Plan for further development. There are many technological resources not being used and implemented within the classroom. We would like to see teachers seamlessly incorporate these resources into the classroom environment.
2. ANALYZING DATA – There will be many forms of data analyzed and reviewed throughout this process.
Data such as:
- Field notes from technology use observations
- Interviews with single teachers/students and whole group classes
- Student work, documents, scores/grades, and artifacts
- Pictures and videos taken of technology used in the classroom
- Reflective journals/blogs created by teachers
- Surveys given to teachers and students
- Literature read and websites visited
Technology Resources- WOW carts (web on wheels/laptops), web cams, flip videos, digital/document cameras, scanners, printers, projectors, televisions, DVD players, smart boards
Digital Classrooms (an addition to Education Week)
E School News
Baseline Data of Students/Teachers
Teacher/Student Interviews and Surveys
Books:
Using Technology in the Classroom (6th Edition) by Gary G. Bitter and Melissa E. Pierson
Ten Easy Ways to Use Technology in the English Classroom by Hilve Firek
Technology Integration for Meaningful Classroom Use: A Standards-Based Approach by
Katherine Cennamo, John Ross, and Peggy Ertmer
Technology Websites:
Active Learning with Technology (ALT)
http://www.southcentralrtec.org/alt/alt.html
Virtual Field Trips
http://surfaquarium.com/IT/vft.htm
www.tramline.com Technology in Support of Teaching and Learning
Apple Learning Interchange
http://ali.apple.com/ali_sites/ali/index.shtml
CARET-The Center for Applied Research in Educational Technology
http://caret.iste.org
EduWeb - Educational Web Adventures
http://www.eduweb.com/index2.html
George Lucas Education Foundation (GLEF)
http://glef.org
Handhelds
http://school.discovery.com/schrockguide/gadgets.html
http://www.handheld.hice-dev.org
Internet Archive: Wayback Machine
http://webdev.archive.org/index.php
Laptop Programs
www.learningwithlaptops.org
http://wireless.mivu.org/edcorner
Learning to Learn: Thinking and Learning Skills
http://www.ldrc.ca/projects/projects.php?id=26
Learning with Technology
http://www.members.shaw.ca/priscillatheroux/images/default.html
National Center for Technology Planning
www.nctp.com
National Education Technology Standards Projects
http://cnets.iste.org
NICENET Internet Classroom Assistant (ICA)
http://www.nicenet.org
Tapped In
http://www.tappedin.org/
One-Computer Classroom
http://facweb.furman.edu/~pecoy/mfl195/onecomputer.html
One Computer Classroom Resources on the Internet
www.lttechno.com/links/onecomputerclassroom.html.
Reviews of Education Software
www.evalutech.sreb.org
Other Organizations that Review Resources.
www.evalutech.sreb.org/otherorgs/index.asp
techLEARNING.com
http://www.techlearning.com
T.H.E. Journal
www.thejournal.com
Educators Road Map
www.thejournal.com/highlights/roadmap/default.cfm .
Thirteen Ed Online
http://www.thirteen.org/edonline
ZD Net
www.zdnet.com
Likely findings will include ways to incorporate technology into teacher lesson plans, student work, and classroom setting.
3. DEVELOPING DEEPER UNDERSTANDING – Initial data gathering is likely to lead to additional questions and an effort to dig deeper in understanding the pros and cons and possible consequences of selecting certain solutions.
I plan to interview key stakeholders to discuss their views on technology in the classroom. I will also review surveys that have been distributed to stakeholders involved. I will continue further investigating into the use of technology in the classroom by reading literature and researching through websites. I will make classroom walkthroughs while taking field notes of my observations. I will participate in active listening and collaboration with all stakeholders and the technology committee. (A timeline of these activities has been documented in assignment part 2)
4. ENGAGE IN SELF-REFLECTION – You begin to ask some reflective questions regarding choices and consequences of particular policy solutions. Questions might include:
Does our campus have the technology resources for all students and classrooms to benefit?
How should we conduct a technology inventory of our campus?
What professional development should be offered to train teachers on the use of our technology resources?
What is our budget for adding new technology devices to our campus?
5. EXPLORING PROGRAMMATIC PATTERNS – After digging deeper and posing some of the reflective questions, begin to formulate a more definite solution, and begin to consider the programmatic impact of the solutions.
Talk with at length with your site supervisor and other people whose opinion you respect to determine the pros and cons of plausible solutions. What skills and resources do they think are essential to successful project implementation? The more pit-falls you can identify before you implement your solution, the better your project will work.
Are there enough technology resources for all classrooms?
What is our technology budget?
What should the process be to fix problems with our technology equipment?
How often should we update technology equipment?
Do the teachers know how to work the technology equipment?
How do we monitor the appropriate use of technology?
6. DETERMINING DIRECTION – You are about ready to launch your action research project but you must be able to answer these questions:
A. Are you clear on what you are attempting to solve?
How can we effectively incorporate technology to enhance student learning?
B. Have you adequately addressed the skills and resources questions? Yes
C. Have you established a collaborative approach to the issue? Yes, and will continue to.
D. Are your timelines realistic? Yes, but will be flexible if needed.
E. Do you have a reasonable plan to monitor the project? Yes, many sources of data.
F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? Feedback, student performance data
G. How will you revise and improve the plan based on monitoring and evaluation? I will make revisions throughout the process. I will collaborate with the technology committee to make any needed changes.
7. TAKING ACTION FOR SCHOOL IMPROVEMENT
You may want to organize one or more committees to assist you with your
action research project. You will definitely want to develop a written plan of
action. We suggest you use the appropriate template steps (see Chapter 7 Tool 7.1or ) to guide the implementation of your research project. You will want to monitor the project (formative evaluation) and prepare a summary report (summative evaluation) of the results of your action research project addressing the use of technology in the classroom.
I will be organizing a technology committee to collaborate with throughout this process. My action plan and timeline have been established. I will keep both of these flexible if they need to be changed.
8. SUSTAIN IMPROVEMENT
Learn to maintain the positive aspects of your action research project. Those things that improved the learning or cultural environment should be appreciated and maintained over time. For example, if your research revealed an effective use of technology in the classroom, you would want to share the results with others on your campus and in your school district. You would also want to share the results with your online colleagues. We also suggest that the process you used to gain additional skills and knowledge should be applied to other areas of your personal professional development.
I will choose to share the findings of my research project with many. First and foremost, I will share my findings with my campus. I will meet with the technology committee to review our findings. I will then meet with the Campus Site-Based Decision Making Committee. We will be able to compare the findings of the research to the Campus Improvement Plan established. I will also share my research with staff members during a faculty meeting. I will develop a power point presentation that will promote the use of technology in our classrooms while describing ways to use it and the results of doing so. Sharing the results with parents and students will be just as important. I can do this at a community meeting or through newsletters. This will allow for the promotion of technology outside of the school environment as well. Parents and students will leave with ways to incorporate educational practices with their technology they have access to outside of school. Lastly, I will share this information with other educators, schools, and leaders. The information may bring about a change at another campus department. I will be documenting, journaling, and reflecting on this action research project throughout the journey. Others may read about it on my blog: http://doteacherschangewithtime.blogspot.com/.
Sunday, July 18, 2010
Week 2 Learnings
This week I finally grasped the idea of action research. I see that the process is ongoing and may stem out into many areas. You start with your wandering; however, you do not know where it will take you. All of your effort pays off for personal, school, and student success. This research seems very motivating and pushes one to be a lifelong learner. I learned that there are nine key areas that we educators focus on in our action research.
1. Staff development
2. Curriculum development
3. Individual teacher(s)
4. Individual student(s)
5. School culture/community
6. Leadership
7. Management
8. School performance
9. Social justice or equity issues
I did not know that these areas have been defined; however, it was neat to see that we had all proposed action research topics that were in one of these categories. I am looking forward to learning more about action research and how to encourage others to participate.
1. Staff development
2. Curriculum development
3. Individual teacher(s)
4. Individual student(s)
5. School culture/community
6. Leadership
7. Management
8. School performance
9. Social justice or equity issues
I did not know that these areas have been defined; however, it was neat to see that we had all proposed action research topics that were in one of these categories. I am looking forward to learning more about action research and how to encourage others to participate.
Tuesday, July 13, 2010
How to Use Blogs in Education
Blogs are useful in many ways. Educational leaders may use a blog to present information while communicating with others. Various campus committees may set up blogs to inform others of what is going on and to get other opinions and responses. Blogs are also eco-friendly. The two way communication shares news quick without using paper. I personally use a class blog to share news and photos with the parents of students in my class. It is easy for me to update and the parents are able to stay up to date.
Action Research
I have learned many great things from the assigned readings and lecture videos about action research. This type of research allows one to form and evaluate a question or a wondering. The person then collects data, reads literature, conducts surveys, etc. All of the information collected is analyzed to better benefit the administrator, staff, community, and students. This systematic process is shared with others and collaborated on with many. An action strategy is then put into place and is evaluated for effectiveness. Any needed changes are made along the way to better benefit everyone involved. Action research provides one with the opportunity for continual growth and learning. This cyclical process is an ongoing effort and does not cease. It is long term, planned, and focuses on student achievement. Action research is used as a tool by administrators. It allows the administrators to take charge of their own professional development by setting time aside for inquiry. Through this process, the administrator moves further away from the managerial role and more into a leadership role. The administrator is able to take ownership over his or her work. This process is not an expert telling you what to do or not to do; this process takes the individual on a journey of inquiry, learning, and change!
I will be able to use action research in many different ways. I am first going to use it during this coursework. I am going to inquire about teachers changing with the times. Are teachers really incorporated new teaching strategies into their classrooms and are they being held accountable? Secondly, I am going to use action research this year in my position as team leader. I feel this process will allow growth, needed change, and collaboration amongst the team. Lastly, I plan on using action research in my future role of an administrator. I believe this process will allow me to become a lifelong learner and leader. I do not want to go through the same routine daily; I want to make changes that involve growth for students, staff, community members, and myself!
I will be able to use action research in many different ways. I am first going to use it during this coursework. I am going to inquire about teachers changing with the times. Are teachers really incorporated new teaching strategies into their classrooms and are they being held accountable? Secondly, I am going to use action research this year in my position as team leader. I feel this process will allow growth, needed change, and collaboration amongst the team. Lastly, I plan on using action research in my future role of an administrator. I believe this process will allow me to become a lifelong learner and leader. I do not want to go through the same routine daily; I want to make changes that involve growth for students, staff, community members, and myself!
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