Action Research Project Progress Report
a. Title
Implementation of Technology in the Classroom
b. Needs Assessment
How our
students could be more engaged in all classes, and how can we make our students
feel responsible and interested about their own learning it is the concern of
all people related with education.
Through meetings and collaboration with the principal and other key
staff members, we decided to integrate the use of technology in classrooms to
enhance student’s learning. There were many different resources and research
tools used for gathering data in this project such as, questionnaires, classroom
walk-throughs, formal and informal observations.
c. Objectives in Vision
of the action research project (ELCC 1.1)
Implementing this project, we are looking for the
use of technological advancement that directly impacts students’ learning in
the classroom. It is very important to monitor the progress for each activity
within the specified time in their chronological order designed with
achievement expected. This allows
participants to evaluate the challenging curriculum, assess individual
learning, provide support for academic progress, ensure a safe learning
environment, and enhance communication between staff, parents, and
students. Our measurable goals are
designed with specific activities. It is
important to focus on preparation and assessments for each subject taught with
the implementation of technology where students use the technology they are
exposed to everyday.
d. Review of the
Literature and Action Research Strategy (ELCC 2.3)
Williams &
Redish (2009) explains that, “technologies such as personal computing,
productivity software and Internet offer new tools and opportunities for
learning. Using technology tools to
solve problems or create original products can aid students in constructing
meaning and demonstrating their learning – often in ways similar to practicing
professionals in the field (p. 33) Researchers and practitioners agree that
planning technology-integrated instruction is challenging for teachers (Mishra
& Koehler, 2006; Pierson, 2001).
Using technology in the classroom affects the learning environment and
culture. The integration of technology
in the classroom facilitates the understanding and also increases the academic
levels of students. Without the appropriate
technology, there would be major gap in educational benefits in all academic
areas. The interviews of administrators, teachers, parents, and students were
the most informative data because it provided a baseline for initial screening
as well as continued feedback which leads to the steps for implementation of
technology on the classroom. In order to
provide better resources for our students, we purchased several new Smart
Boards and Mimios.
The process of
communication to all people involved the following steps: First, Rectifying our
vision, our main responsibility as educator leader is making learning the
constant goal at school, second, justifying modifications based on the
characteristics and needs of the student, and third, ensuring time for staff
training before implementation.
Writing a Plan
of Action was the best way to be organized with all related with; time,
materials, and participants.
|
SIP
or PIP
(SCHOOL
or PROFESSIONAL IMPROVEMENT PROJECT)
PLAN
OF ACTION
SCHOOL VISION
Harmony’s vision is to lead
our students from the classroom into the world
as productive and
responsible citizens... and even Nobel laureates.
GOAL “Implementing
Technology in the Classroom”
|
This written
plan helped me to achieve clarity with the goal and purpose in order to focus
my efforts on the timeline. This format allowed me to plan, monitor, and
evaluate all activities.
My project is related to and encompasses the use of
technology. One of my main priorities in
this implementation was the Internet Safety.
The community and parents are very concerned about their childrens’
digital exposure. When researching for information with Internet Safety, I
found many organizations to help ensure that internet users have safe
constructive, and educational or entertaining online experiences. The best
options were: Common Sense Media.
(http://www.commonsensemedia.org/educators/parent-media-education)
It provides with online access to videos, discussion guides, tip sheets, and
presentations to share with parents, and the other was E-Learning for Kids (http://e-learningforkids.org/Courses/EN/SIU_Parents/player.html
) It is a Safe Internet Usage (for parents) Practical information to safely navigate
the World Wide Web. Being proactive is the best way to face implementation of
technology in a classroom; then, I
planned to include and show a presentation about Internet Safety in each
classroom before the implementation of technology took place, and at the same
time a link with information related with Internet Resources and Internet
Safety for Parents was published in our school mail communication. The website
with Internet Resources is a website with free students’ resources that bring
learning to life both inside and outside the classroom. In my course EDLD 5366
Digital Graphics and Web Design, I worked in a group and my main responsibility
was create this website page: Sites for Parents and Students ( https://sites.google.com/site/lamartchnologyteachers/home/parents-page
), this website page provides resources
related to the integration of teaching, learning, and technology in many
subjects from K-12 such as; Technology Language Arts, Math, Foreign Languages,
Science, and Social Studies.
g. Manage Operations (ELCC 3.2)
In “Good to Great”, Jim Collins (2001)
mentioned that a critical part of success is having the right people doing the
right thing-everybody is on the same bus in the right seats. One important part of determining direction
is building a collaborative team and reaching consensus in the direction and
actions necessary to improve. Leading
this operation was challenging for all those involved. The process includes; encouraging
participation, establishing priorities, reviewing previous goals, and
accomplishing success. The process
included determining where more information may be needed before a direction can
be established and developing consensus.
This means that most people would need to agree and support the
decision.
This is a brief
description of how I used the needs assessment.
The data required a five step analysis process; prepare, focus,
understand, observe, and interpret in order for the data to be valuable. Groups of people needed to be working toward
the accomplishment of the vision, mission, and goals for the school is a good
experience that will be constantly lived in a school and it is a little
challenging to keep all people on track.
In this project, I can say that all participants were focused on
maintaining high expectations for the welfare of our students and school. Working with a group of people it is very
important to have effective communication where people have different ideas or
opinions giving information.
Participants were required to be open, willing to give, or receive
differences of opinion. I understand
that it is inevitable for people to have opposing viewpoints. The best advice is to face this issue by
solving problems collaboratively with others providing knowledge, experience,
and expertise in different areas.
h. Respond to Community Interest and Needs
(ELCC 4.2)
When the
project was designed, there were many suggestions for differentiated
instruction for integration of technology in different grade levels, subjects,
sections and even for those in Special Programs or Response to Intervention:
- Special
Education (SpEd) – Creating flashcards using the computer for students who
need assistance in visual and repetitive learning.
- English
as a Second Language (ESL) – Use computer based programs to incorporate
the different uses of language, read alongs, pronunciation, and related
learning games.
- Response
to Intervention (RTI) – All the suggestions may be used for this
population.
- Gifted
& Talented (GT) – Conduct pull outs for students identified and placed
in GT programs and designed as project based using technology.
There are many
different projects that can be used or incorporated in everyday instruction
with the support of technology.
References
Mishra, P., & Koehliner, M. (2006). Technological
pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108 (6),
1017-1054.
Williams J., & Redish T. (2009) ISTE’s Technology Facilitation
and Leadership Standards:
What ever K-12 Leader Should Know
and Be Able to Do. Page 33.
Collins, J. (2001). Good
to great. New York: HarperCollins
