Assignment #4 - Action Research in Practice

image from http://postgrowth.org/wp-content/uploads/2013/08/action-research-image.png

Read: Action Research  http://www.learningdomain.com/MEdHOME/QUALITATIVE/Action.Res.BOOK.pdf

Post:  What are the benefits of action research?  What experiences do you have conducting research that could help you in this process?  What questions do you have?

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What is Action Research?
It seems to be natural and intuitive to see problems in one's practice and try to fix them.  People may conduct portions of action research without knowing it.  My definition of action research is implementing smart change.  It involves a process in which a teacher identifies a problem affecting her practice, investigates it, comes up with a plan to change it, tries out her plan, and evaluates how it went.  

Benefits of Action Research
Empowerment of participants, collaboration through participation, acquisition of knowledge, and social change are common themes of action research identified by Eileen Ferrance in her booklet "Action Research" (2000).  These four outcomes are also benefits of action research.

First, participants feel empowered because they are working on something they care about. Just as we encourage our students to investigate what interests them, teachers who care about an issue and want to do something about it will have intrinsic motivation.  Action research is usually not an assignment forced upon them. They are eager to do it because figuring it out will make their jobs and lives better.  

Second action research invites collaboration among teachers and administration.  Working together inspires collegiality within the school, and gathering concrete data together adds validity to their unified effort.

Acquisition of knowledge is another benefit.  Most teachers are naturally curious and love to learn.  They may feel excited about solving a problem.  Action research may confirm their theories, or they may discover something new.

Finally, and most importantly, action research leads to social change.  Action research is used in many fields, but in education, where children's lives, and our future is at stake, implementing smart change is crucial.  Improvement is always our goal, and action research is the plan to get us there.

Five Cyclical Phases of Inquiry
1. Identification of problem area
2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection


What experiences do you have conducting research that could help you in this process?

As teachers we are constantly involved in inquiry.  We identify problems, collect data, and take action.  The problem may concern the class, for example the class is unusually distracted at a certain time everyday.  Or the problem may be specific to a child, such as, Johnny still only knows 20 sight words after extensive practice.  

When I served as vice principal of our small school part of my job was to collect data to assess progress as a school, and students' individual progress.  Data can be collected in many ways, such as interviews, focus groups, assessments, and student work samples.

I have taught in many different situations.  I have taught different ages, subjects, in different locations, and with different goals.  The variety of my teaching experiences helps me to analyze what has worked in different situations and has led me to ask "Why?"  
These experiences could help me in the action research process because I can draw on a range of methods, activities, and ideas when acting on the data I've collected.

Assignment #3 - Integrating Technology

Read:
https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
Image Of SAMR Model: http://blogs.adobe.com/educationleaders/files/2012/10/SAMR-model.jpg
Watch:
http://njeducationblog.com/students-using-cell-phones-in-class-its-happening-right-in-bergen-county/
Post: How can we purposefully integrate technology and design learning experiences to engage young adolescents? 

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As teachers we may approach technology hesitantly.  We don’t understand its potential, we don’t know how to use the tools effectively, or we simply don’t have ready access to it in our schools.  However, our world is progressing rapidly and now the question is not “if we use technology,” but “how”.  Integrating technology into our teaching methods is a transitional process.  The SAMR model helps educators ask themselves to what degree is technology being used.  It leads to the question, "How can I better use tools of technology in my classroom?"

1. Substitution 
Like many teachers, I started out in the Substitution stage by replacing a traditional method with a digital method, maintaining the function of the task.  One assignment I remember was something like this:

Handwrite your report.  Then type it on the computer and print it.

My purpose was to give the students computer experience and to create a neater product. However, the final product, a neat report, could have been achieved with or without technology.

2. Augmentation

Search for image online and insert it into your report.

As an extension, I could have asked students to add some images to their report which would be technology Augmenting the task, since the computer is a more effective tool for finding and producing images than a person with colored pencils, for example.  This activity increases student engagement, because now they get to search for just the right image, size it, position it, and in essence, visually demonstrate understanding of the topic.

3. Modification

Include your report in a blog post to be shared with classmates.

In the Modification stage of technology integration, the function of the assignment is different.  Instead of reporting to the teacher, students report to each other and perhaps parents and strangers.  With an authentic audience, they become more accountable for the quality of their work.

4. Redefine

Create a video about the topic following certain criteria outlined by the teacher.

Teachers can Redefine their role as teachers and the classroom environment when students are asked to fulfill a task that wouldn’t be possible without technology.  Students will ask questions, solve problems, and do investigations in order to create a product.  At the same time they are developing skills and mastering concepts, which will be demonstrated with the final product.  On top of that, if students feel supported and challenged, they will be self-motivated.  (Hurray!)

For me, integrating technology purposefully is a step by step process.  I can examine where my technology use falls on the SAMR continuum, and ask myself how can I take it to the next level.  Am I asking students to use technology to enhance their work, or to transform their work?  Am I defining parameters then letting them explore, design, and create the final product?  Like the BYOD teachers in Bergen County, NJ, am I letting my students use real world tools in real world experiences?  If teachers ask themselves these types of questions they will know how to best design learning experiences that will engage their students.

Assignment #2 - Digital Citizenship

Read 
1. https://www.diigo.com/bookmark/http%3A%2F%2Fwww.edudemic.com%2F2013%2F08%2Ffirst-five-days-of-digital-citizenship-at-your-school%2F?tab=comment

2. http://digitalcitizenship.net/Nine_Elements.html



Watch: http://www.youtube.com/watch?v=RVSAFhTjAdc


Post: Why is it important to educate young adolescents about digital citizenship? Connect these ideas to what you know about young adolescents. How might you engage your class in activities to promote digital citizenship?



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First of all, what is digital citizenship?  In short, it is using technology appropriately, and it mostly involves respectful online behavior. 

Why do adolescents need to know about it?  Well, I believe digital citizenship instruction should begin in elementary school, now that technology is used from childhood.  However, young adolescents in particular need to be committed to appropriate technology use.  Because their brains and bodies are undergoing a period of major development, they are in a very vulnerable state. Often they give great importance to the opinions of their peers, their body changes make them especially self-conscious, and as digital natives they spend a large amount of time with social media.  Adolescence is a time of independence and experimentation, and the virtual world can be like a playground for them with very few real consequences.  Creating an ideal online persona could seem to satisfy the desires they are unable to fulfill in real life.   Also, they may be unaware of the dangers their online behavior could stir up.

The negative impacts of cyber bullying and trolling can be devastating to individuals, families, and school communities.  Since laws and policies can’t quite keep up with these crimes at this point, prevention is the best defense. 

It is important to engage our classes in activities to promote digital citizenship.   Holly Clark in Edudemic gives five important ways to educate teens and engage them in the discussion of digital citizenship.  In addition, using the Nine Elements as guidelines, teachers could focus on each topic and explore the importance and relevance of each issue.  Teens would probably already have had experiences with these issues.  A teacher could have the students come up with Technology Standards to be upheld during their educational technology use.  After a discussion in which students come up with reasonable consequences, each “digital citizen” could sign an agreement of digital citizenship committing to uphold the standards and to contribute to a great classroom technology experience.

Assignment #1 - Introduction and Philosophy of 21st Century Education

Assignment #1 

 Read: 

• Prensky- Digital Natives, Digital Immigrants 
• 21st Century LearningFramework

Watch:

Post:

• Create Blog & Introduce yourself and your philosophy of 21^st Century Education based on what you read, watched, and your own experience.

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Introduction

My name is Melinda.  My background can be summarized in a whirlwind run-on sentence.  I was born in Pennsylvania, grew up in Kentucky, lived in Germany for a year, served a two year mission in Venezuela, earned a BA in Linguistics in Utah, married in Ohio, started teaching ESL in Hawaii, substitute-taught in Oregon, helped start a school in American Samoa where I lived for six years, and now I'm in Utah putting it all together for a Masters Program through University of Hawaii. 

I have been a teacher for most of my adult life.  The faces, topics, and classrooms have varied, but no matter where, what or whom I'm teaching, I've always enjoyed how teaching gives me both challenge and satisfaction.

21st Century Education Philosophy

Students of today are living in a different world than students of the past.  Where traditional schooling produced citizens ready for the traditional world of the past,  the modern world requires modern schooling tools, topics, and strategies to prepare students for the future.

Prensky (2001) observed, "Our students have changed radically.  Today's students are no longer the people our educational system was designed to teach."  As Digital Natives these students have grown up broadcasting their opinions instantly with the tap of a finger.  They can interact with information, instructors, and peers across the globe while sitting on the couch.  Their access to greater breadth and depth of knowledge raises possibilities and expectations. 

 It is no longer enough for students to be able to simply memorize and recite facts.  They need important skills such as critical thinking, problem solving, communication, and collaboration. The 21st Century Learning Framework serves as a guide to prepare students with core knowledge instruction, as well as these essential skills.  As we educators follow the vision of 21st Century Learning framework, we will be preparing young people to become the global citizens who will lead us in the future.