Web Conference March 4, 2012

Web Conference for EDLD 5326

March 4, 2012

When I arrived at the web conference, there was nothing going on.  It looked empty.  After a few minutes, someone typed in that the link had been changed and posted the correct link.

During this web conference, Dr. Jenkins was talking about the community partnership plan and gave some examples.  Many questions were asked about requirements for the class and the program.

Dr. Jenkins stated that in the last class, part of the assignment will be to submit an action research report that should be 4 to 5 pages in length summarizing the findings thus far.  He answered questions about certification and the ILD.  He stated that he would be conducting this class at Lamar every Friday in June with June 8^th being the first meeting.  If interested, he said to email him.  He closed the conference by letting everyone know that him and the other professors are there to help and if anyone needs anything to email or call.

Web Conference EDLD 5352 January 21, 2012

Web Conference EDLD 5352

January 21, 2012

I attended the first web conference for this course.  It was the first live conference that I had attended while in the program.  In other courses, I just viewed chat logs and recordings.  I did find it beneficial to be a part of the live conference because it gave me the opportunity to ask questions instead of relying on others to ask the questions that I needed answered.

In this conference, Dr. Abernathy stated that the purpose of the conference is to clarify any questions about the class as well as questions about the program.  She stated that there would be no book study as stated in the original syllabus.  She told participants to make sure to load the Epic software again because she had made updates to the requirements.  She also stated that for the discussion board, students only needed to choose one quote from one reading and post a response.  Also, that there were no requirements to respond to others’ posts.

As in other conferences I had seen, many students had concerns about the TK20.  There are still many unknowns about it and the E-portfolio.  Some asked if you needed to do both and if you started the E-portfolio do you need to change to the TK20.  Dr. Abernathy said if you can access the E-portfolio in Epic, then use it.  She didn’t see any reason to do both, but said she would check on it to verify. 

The rest of the conference was addressing requirements for certification.  Dr. Abernathy said she would send a link that gave all of the information on the topic.

Reflections EDLD 5352 Week 5

What outcome had you envisioned for this course?  Did you achieve those outcomes?  Did the actual course outcomes align with those that you envisioned?

Before this course began, I really had no idea it was a technology based course.  I thought it would be more about the development of instruction.  After realizing it was about technology, I envisioned this course to be about how to implement technology across campuses.  Through this course, I understand the importance of technology in education today.  It also emphasized the importance of safety for students and security for all.  When implementing technology in a curriculum, it is important that students have guidelines and acceptance policies be updated regularly.  As we all know, technology is becoming a big part of everyone’s lives.  Students live in a digital world and it is important to try to keep them connected so that they continue to learn.  Children today learn differently than those a few years ago.  Because of that it is important to try to implement technology into instruction.  The outcome that I came away with was that technology should be a prevalent part in the development of instruction for student’s in today’s 21^st Century.

To the extent that you achieved the outcomes, are they sill relevant to the work that you do in your school?  Why or why not?

The content of this course as it relates to the work I do in my school is relevant.  I teach a Read 180 program that is 25% technology based.  I am exposed to technology on a daily basis.  This course made me realize many other uses of technology available to both myself and my students.  Some of these areas not really addressed on my campus are the use of Blogs, pod casting, and even online discussion boards.  Such technology can be beneficial to all students in order to learn and succeed.  Collaboration among students is a great way for students to research and share information.  Our library does host a book blog for students to read and also contribute book reviews.  I can see how this type of interaction among students can be helpful.  Although our librarian had to get special permission in order to have this blog accessible to students, it has shown to be used by many in order to get and give information about books.

What outcomes did you not achieve?  What prevented you from achieving them?

An outcome that I did not achieve was in regards to instructional development.  As stated above, I thought this course was about developing instruction across all subjects.  Instructional development goes across the board from English to science; from math to PE.  Instructional development, in that sense could have helped me understand how to help facilitate a staff to develop lessons for their students.  I believe that technology is important for our students in order to aid in their learning, but it is important for staff members be open to learning new technology for that purpose.  Without necessary support, some teachers will shut down and that will not be accomplished.  With instructional support across the board, maybe technology can be implemented after teachers know how to implement different instructional practices along with training with other teachers.  Forcing teachers to implement technology will not help.  They need to feel comfortable with the process.

Were you successful in carrying out the course assignments?  IF not, what prevented or discouraged you?

The assignments for this course were some of the most difficult for me.  Maybe that is because I struggle with technology.  I’m pretty savvy when it comes to operating the basics, but when I have to move to the more difficult, I struggle.  I feel that technology is becoming a more important part of education for today’s students, but I feel many times the difficulty lies in the lack of equipment and training for this to be successful.  The assignments for this course took me a very long time to complete mostly because of my lack of knowledge.  I am glad that I was part of the first web conference as that cleared up some future questions.  The instructions for the discussion board continued to say choose a quote from EACH reading and write a response.  I am really glad that I was part of the conference before I started my week one assignment.    Also, in the web conference is was said that we didn’t need to reply to others responses on the discussion, yet the syllabus said other wise and other students did reply so I was constantly wondering if I should reply.  I did reply on a couple of weeks and didn’t on others.  I read some of the other student’s responses but didn’t always feel it necessary to respond (as with many of the classes in this program).

What web 2.0 resources have you used?  What instructional strategies would you recommend to teachers to implement Web 2.0 tools (blogs, wikis, Google Docs, Google Sites, Animoto) in the PK-12 classroom with students?

The Web 2.0 resources that I have used have been blogs and wikis.  I have used these through this program at Lamar.  Other than that, I really don’t have any experience in using them.  Strategies that I would recommend to teachers would be to make sure that if they are going to use them, make sure there are strict guidelines for use as well as make sure the district has filters in place to catch inappropriate vocabulary and content. A strict acceptable use policy would have to be an important part of the district.  On my campus, we have had training on Google docs and every student in the district has access to an account. A few teachers have set up quizzes and other applications to use in Google docs.  One application that I think is a good use is having a computer set up in the classroom, close to the doorway and has tardy students sign in using Google docs.  This is a way to document their tardiness and also shows them that they are being held accountable for their lateness.  I can also see a blog being beneficial for students who might not offer information in class but can have a way to express their opinions on a teacher guided topic.

                       

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?

This course did open my eyes to new possibilities in regards to technology use.  Pod casting, blogging, and even online discussions seem to be things in which high school students would thrive.  Because of this, I do see the benefit.  On the flip side, I do see district technology departments putting their foot in the ground to halt this type of learning.  There are too many dangers associated with opening up these types of educational areas.  There has to be great control on the part of the administrator, and I’m not sure if districts are willing to spend the time and effort needed to support these types of activities.  Right now, filters are such that no one can get to any type of blog or wiki without special permission.  Much work will be needed in order to allow such sites.  My district does offer some high school classes that participate in pod casting, but I am unsure of the guidelines for that course.

How many hours have you completed on your Action Research Project?  What have you accomplished with this project?  What tasks do you need to do to complete the project?

My Action Research project has taken many hours thus far.  I have no idea exactly how many hours, but many months.  So far, I have gone through data from the current 8^th graders on my campus from their 6^th and 7^th grade years.  Since STAAR is the new test, I probably will not use data from this year’s tests.  My project is to compare students that were enrolled in same gender classrooms during 6^th grade with students that were not.  Then to see if standardized test scores were benefited by those in that type of classroom.  The tasks still ahead are to disaggregate data from last years TAKS tests to see if those students improved or not based on previous years’ tests.  I have talked to a couple of teachers in other districts that say they have done this at the 8^th grade level in science and they have seen improvement.  They seem to think it is because male students don’t need as much detail to understand concepts in that area as females.  The topic is interesting but honestly, I’m not sure if my data is going to be reliable due to the change in testing.

                        

Texas STaR Chart Long Range Plan EDLD 5352 Week 2

One area in which growth is needed on my campus is in the area of Teaching and Learning.  Two out of the last three years, our rating has been in the Developing Tech stage.  In this category, schools are rated on patterns of classroom use, frequency and design of instructional setting using digital content, content area connections, TEKS implementation, student mastery of TEKS, and outline learning.  The ratings range from early tech, developing, advanced, and target tech.

The purpose of the Long Range Plan for Technology in this area is so that teachers will use technology to engage students in their own learning process.  In order to do this, teachers need to create and use on-line web-based lessons with their students.  Most teachers use on-line resources for themselves and then adapt it for use in their own classrooms.  By using it this way, the teacher is the only one using the technology.

The implementation of Technology Application TEKS is viewed on my campus as the “tech teacher’s responsibility.”  I feel that all teachers need to be responsible for implementing technology into their classrooms so that students can gain mastery of these TEKS.  Only one grade level, and for only one semester, is able to take the Tech. Application class.  This is not enough time to accurately assess their mastery level and expose them to all areas of technology.  Many teachers are not aware that they need to be implementing the TEKS in their classrooms as well.

Most of the classrooms in my school only have one computer for student use.  We have two computer labs to use among approximately 50 teachers.  The lack of technology equipment is the main reason my campus has a rating of Developing Tech in this area.

As far as improving this area, our administration is trying, in every way, to improve this area.  We have received updated computers in both computer labs and teachers receive professional development on ways to implement technology into their classrooms.

STaR Chart Powerpoint EDLD 5352

<div style="width:425px" id="__ss_11313288"> <strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/cwilliams31/edld-5352-st-ar-chartl" title="Edld 5352 st ar chartl" target="_blank">Edld 5352 st ar chartl</a></strong> <iframe src="http://www.slideshare.net/slideshow/embed_code/11313288" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe> <div style="padding:5px 0 12px"> View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/cwilliams31" target="_blank">cwilliams31</a> </div> </div>

Action Research Project Report - Draft

Action Research Project Report

Same Gender Classrooms at the Middle School Level – Does it equal Higher Achievement on Standardized Tests?

Needs Assessment – On our sixth grade campus, parents are given the choice of whether or not to place their child into a same gender classroom.  This campus has been exemplary for the past 3 years.  When they get to our middle school campuses, something happened.  For some reason, these students aren’t performing as well.

Objectives and Vision of the Action Research project – The inquiry question that I will ask will be “Does same gender classrooms affect student achievement and performance on standardized tests?”  Through gathering data of students involved in this program on the sixth grade campus, I will attempt to determine if there is a correlation between these same gender classrooms and standardized test scores.  The middle school age is an awkward time and I have often wondered if the distraction of the opposite gender were removed, would it affect achievement.

Review of the Literature and Action Research Strategy - Marsh, Pane, and Hamilton (2006) state that “information becomes actionable knowledge when data users synthesize the information, apply their judgment to prioritize it, and weigh the relative merits of possible solutions.”  They also stated that local assessments done more frequently were more valuable in providing diagnostic data than the once-a-year standardized test.  By using district benchmarks in my data, it will be more helpful in determining a more true observation.

My mentor and myself agreed that information on this topic would indeed be valuable.  If we see a correlation, it can help drive the planning of our master schedule.  Together, we decided to gather information of our 8^th grade students this school year.  I received data from our sixth grade campus which informed me of the students involved.  I am in the process of gathering benchmark scores and AKS scores from 5^th, 6^th, and 7^th grades.  This process has been a little slower because my district is transitioning from DMAC to Euphoria this year.

Marsh, J., Pane, J., and Hamilton, L. (2006).  Making Sense of Data-Driven Decision Making in Education. Rand Education.

Articulate the Vision – The vision of this research will be communicated to administrators and counselors.  IF there is a need for some changes in next years’ master schedule, we will address them upon completion of data disaggregation.  There would be no need to give the research results to the parents, students or community, unless our campus decided to try this process.  In that case, the parents would receive information from the study.

Manage the Organization – I will collect data from several sources.  First of all, I will need a list of students that participated in these groups at the 6^th grade campus.  Secondly, I will need access to benchmarks and TAKS scores from 5^th, 6^th, and 7^th grades.  I will compile the information gathered and look at trends.  I asked for help from the counselor at the sixth grade campus as well as our campus counselor.  I will not be using and money since I can access the information through my district.

Manage Operations – Talking with administration and counselors will be my main strategy in the operation of the project.  Thus far, there has not been any conflict arising from the process of collecting data.  There may be conflict later when results are being discussed.  Most of this research is done by me so there really would not be any consensus.

Response to Community Interest and Needs – My district is comprised of many economically disadvantaged families and has a growing minority population.  IF this research shows benefits from same gender classrooms, then students will be serviced and their needs will be addressed.

Final Reflection EDLD 5301 Week 5

Prior to this course, I was not aware of what action research actually was. I just thought it was a new term given to the traditional research that I grew up doing. After the first week of this class, I realized that action research is a way for educators to perform research in their field of work in order to answer questions and deal with issues that are on a more personal level. In other words, you are researching an area within your school and trying to make it a better place for staff and students alike. Action research is done in order to bring change or make something better. Dana stated, that action research, “focuses on the concerns of practitioners (not outside researchers) and engages practitioners in the design, data collection, and interpretation of data around their question.” (Dana, p. 5, 2009)

During week 2, I had to think about a wondering that I wanted answers to. If you think about it, there are always things at school you stop and ask yourself, “I wonder...” A few of my wonderings were: 1. How does tardiness affect student achievement? 2. What affects do long term In School Suspensions (ISS) assignments affect student achievement? 3. Can same gender classes benefit student achievement? After talking with my site supervisor, we decided that #3, How do same gender classes affect student achievement? All of these are still topics that I would like to know more about, but for now, I will focus on the same gender class topic. During the video interviews, I realized that action research is more interesting to do because the topic relates to your situation. (Dr. Kirk Lewis, Superintendent of Pasadena ISD).

Another insight I gained through this course is the importance of reflection. By creating a blog and posting thoughts for others to see is and will continue to be a great help throughout my action research. It is a great feeling to have a whole support group to bounce things off of and to gain their knowledge on their experiences with the topics.

All in all, this course has been very insightful. I look forward to my continued research and reporting the conclusions to my co-workers and administrators. Through it all I hope that my findings will move toward an improvement for my school.

Reference: Dana, N. F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.