Action Research Plan Progress Report- 5397

Action Research Plan Progress Report

Abstract

The vision is to compile multiple sources for parents and staff in connecting with key stakeholders, community leaders, and partnerships available. In order to fulfill this vision, various researches must be done to successfully network. The goal is to establish the best practices and initiate the best technology programs that will give students who are economically disadvantaged a fair chance with use of technology tools of the 21^st century. The study will be spent researching prior research on the best practices of technology and networking to establish a list of at least 5000 technology programs and ideas that can benefit economically disadvantaged student in various subject areas, help increase student performance, and develop the abilities to the critically think about key standards in educational content. Cuts are being made toward educational programs and funding initiated by the state and government operational system. These cuts have affected district technology programs.The goal of this study is to find out what is available in order to close any gaps and evalulate what is to utilized and how to utilize it. This study will prepare the campus population of parents, staff, and administrators in providing tools of reinforcement for all students.

Introduction

William B Travis Elementary, a recognized campus, is located in the Port Arthur Texas, a small suburban community of southeast Texas.  The ethinic distribution is 64.2% Hispanic, 26.2 % African American, 4.3% Asian, 2.2% white, and 0.8% other. 92 % of students are economically disadvantaged and 42.4% Limited English Proficient. The current position in conducting this study is the role of a second grade educator. The study will serve as a means in finding cost efficient programs, grants, websites, and local partnerships that will support technology integration in the 21^st century classroom. This study will involve networking and collaborating with parents, students, staff, and community stakeholders to help differentiate instruction and find additional tools for established reinforcement through the best practices in technology.  Any significant changes may be faced the through any biases opinions about the role that technology has through reinforcing conent, differentiated instruction, user friendly capabilities, and the motivation of students.

Section One – Nature of the Problem

Cuts are being made toward educational programs and funding initiated by the state. These cuts have affected district technology programs. The process of the research will find soulutions for establishing cost efficient programs and resoucres for such a high economically disadvantaged population.

Statement of the problem

This is typically a brief paragraph describing the problem or issue you are confronting, in general terms.

Purpose of the Study

The purpose of this action research study is to provide and compile a list of current technology programs being used and analyze the information to improve technology and find cost efficient programs and partnerships that will benefit districts with at least 70 percent of economically disadvantaged students.

Significance of the Study

Throughout the study, a list of at least 5000 technology programs and ideas will be composed that can benefit economically disadvantaged students in various subject areas and help increase student performance.

Definition of Terms

Differentiated Instruction- is a framework or philosophy for effective teaching that involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

Title 1- Title I is a section of the federal Elementary and Secondary Education Act that is aimed at helping low-income students who are at risk of failing in school.For a school to qualify as a Title I school, 40 percent of its total enrollment must come from low-income families.

English Language Learner- Student of limited English proficiency" means a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English.

Section Two – Literature Review

Topic 1: Technology is a part of today in the digital age of the 21^st century.

The first part of the research done involves establishing the benefits of technology according to brain research and current studies about the differentiated instruction as it benefits to the digital age learner.

The Center for Applied Special Technology is an organization purposed to include all students regardless of ability or background. It is geared toward all students in selecting the most effective technology. This organization understands that each brain learns differently and researches ways to differentiate instruction so that educators may provide the best for their students. Each researcher studies the three networks of the brain.

Next, I found knowledge from an article entitled, Teaching Every Student in the Digital Age. This article lets the reader know that every child is not the same and that we need flexible instruction in order to reach them. The wonderful thing about technology versus traditional textbooks is that it does not come in a one size fits all format.  We need flexible media to engage our students. The authors Rose and Meyer say, “Learners capacities are not inherent; capacities are defined by the interplay between learners abilities and the tools they use.”

Topic 2: Technology has been shown to increase student achievement in several areas and helps motivate learners.

In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used" (North Central Regional Educational Laboratory, 2005). The North Central Regional Educational Laboratory has done much research on the technological effects on student learning. The results show a positive effect in student learning in the subjects of reading a math in uses discrete educational programs (DES). The definition of the discrete educational programs include the use of programs such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). Further studies done by Software and Information Industry Association have shown positive and consistent student achievement  when students were engaged in technology enriched environments. The student targeted the area of pre-school thorugh highschool as well as in the regular education and special education departments.

One of the articles that I most enjoyed was entitled, The Impact of Education Technology of Student Achievement. Research shows that students learn more in less time when receiving computer based instruction and that they enjoy their classes more when there is computer based instruction. I have noticed that my students love working on the computer during our station time and that engages them. When students have a positive attitude toward something then they tend to achieve higher. Students are in a technology enriched society that promotes the latest technologies in a positive light.  It reinforces what has been already taught and reaches all types of learners from visual, auditory, and kinesthetic learners. The research also positively showed that students scored in the 64 percentile on test of achievement versus the 50 percentile without the computer.

The negative results did show that technology was not as effective in all areas especially standardized testing concepts such as vocabulary, reading comprehension, and mathematics. Technology can be used to to enhance and add additional reinforcement to learining.

 

 Secondly, Rowan-Salisbury School System administrators say technology is one of the primary resources being used to bridge the achievement gap among economically disadvantaged students (Cambell 2010). This particular school  system provided I-POD touches that students could use at home and school. This was explained to be an great opportunity because economically disadvantaged student may not have otherwise had the opportunity to use these types of technology. The North Rown principal says, These are applications that many would not have at home if we did not provide it. It definitely provides a level of access and exposure that will ensure their success as a student.” He further explains that these technologies can give students access and connections to things virtually and build additional connections to the content in the classroom. As they are exposed to more knowledge then it allows them to be better performers in the classroom as they can relate to the schema.

 

 

 

 

References

North Central Regional Educational Laboratory. (2005). Critical issue: Using technology to improve student achievement. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#issue

Taranga. (2009, June 19) . Different types of technology and  educational applications. Retrieved from http://taranga-tuphan.blogspot.com/2009/06/different-types-of-technology-and-their.html

Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

 

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

The Brain Research

Lessonbuilder.cast.org (nd). The Brain Research. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

 

Diversity of Learners

Lessonbuilder.cast.org (nd). Diversity of Learners. Retrieved from http://lessonbuilder.cast.org/window.php?src=videos

 

Sarah Campbell.  (2010, December 19). Technology helps bridge achievement gaps. Salisbury Post. Retrieved on March 10, 2012 at http://www.salisburypost.com/News/121910-Poverty-Technology-qcd

 

Fichman, Nancy Dana (2009). Leading with Passion and Knowledge: The
principal as Action Researcher. Thousand Oaks, CA: Corwin Press.

Section Three – Action Research Design

Subjects

The target population is initiated towards the indiviual campus.

Procedures

The plan involves interviewing and sending out an initial survey to teachers about the views on technology. The next step involves compiling information and researching the best practices. Also, networking and interviewing various stake holders. Then, compiling the information for sharing. The final steps involve presenting the information,providing ongoing support, evaluation, and following up with faculty, parents, and staff on effectiveness.

Action Plan Proposed Timeline
Goal: To seek and compose a list of at least 5000 technology programs and ideas that can benefit economically disadvantaged students in various subject areas and help increase student performance.  In what ways is technology being used to benefit our elementary students who are economically disadvantaged?   What type of technology is currently being used? How do teachers feel about technology? What are free technology programs that may benefit economically disadvantaged students? How to use technology to increase student performance?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Faculty and staff will have all the needed information of how to access the technology currently used in their school	Technology Specialist, Assistant Principal, Interim Principal	August 2012-November 2012	Interviews with technology department leaders, technology reports, principal, and curriculum coordinator	A follow-up survey will be given on the effectiveness of now being able to access current technology and feedback given to any additional questions
The campus will know various benefits of the current technology programs	Assistant Principal,  Curriculum Coordinator, and Technology Specialist	November 2012-February 2013	Books, Internet Research, Lamar Resource folder, blogs, journals, surveys, and IPAD applications, Promethean Boards and interviews	A follow-up presentation will be given with benefits including a feedback session. I will use a checklist to evaluate.
A list of 5000 technology programs and resources will be complied for economically disadvantaged students. This list will be given to faculty and staff. Professional Development session for faculty and staff and then parents.	Websites, various teachers of things that they use in their classrooms (even from other districts), principal, and curriculum coordinator	February 2013-April 2013	Texas Bureau, Orange &Beaumont Public Library, Blogs, Books, and Internet References	A follow-up survey will be given on the effectiveness of the list and plan.
Recommendations of what can be added to improve student performance will be given according to the research	Interviews and quotes of various teachers of what is already being done in their classrooms and what data seems to be beneficial for their students/grade level	April 2013- June 2013	Teacher and Faculty Surveys, Quotes, Books, and Internet Research	A follow-up newsletter will be sent given based on the study as well as a recommendation box

 

 

 

 

 

 

 

 

 

 

 

Data Collection

Data for this study will be collected thorough ongoing interviews, observational checklist, questionaires, and surveys. Surveys will be given to faculty, staff, and parents about views of technology and resources that they know are already readily avaiable to them.  Data collected from interviews with stakeholder and experts will continuously recorded and evaulaed throughout the project.

Section Four – Proposed Analysis of the Data

I plan to present the data thorough technology programs and graphs about the best practices being used and the best cost efficient resources available.

Section Five – Proposed Evaluation

Evaluating the Results of the Study

My results will be evaluated the the compling of my data of at least 5000 technology programs and the follow up interviews and surveys about the effectiveness of the resources provided. My workshop will also have a formative evaluation form where faculty and staff can rate effectiveness of workshop and materials. I will also follow up with any changes in student performance according to data analysis reports that must be conducted by teachers every six weeks to look for any trends.

Dissemination of the Results of the Study

I propose to share my Action Research Plan thorough a campus professional development workshop. The information and research will be shared at the workshop as well as the excel document of 5000 progams I complied through the research and local partenership information. I also propose to share this information through blog where the information can be shared with an network of others connected with Education.

 

 

Appendix A

Leadership Plan

As part of your internship or practicum, you will be the leader in developing, implementing, monitoring, and evaluating your action research project.  List proposed leadership actions in each of the 12 areas.

Specific actions you propose to do in order to:

1)    Build trusting relationships- be consistent and follow up

2)    Create a shared vision- I will establish the vision and allow others to share their views. Then, allow members to help set the vision and goals measurable goals.

3)    Collaborate on decisions –  Effective collaboration can be done by allowing others to collaborate and be apart of the the decision making process. Also, establishing trusting relationships thorugh networking and asking questions.

4)    Communicate effectively- Effective communication can be done thorugh communicating clear goals and purpose to let others know how they can benefit and grow toether.

5)    Lead productive groups – I can do this through ample planning and allowing others to put input to what will be effective and resources that they have found.

6)    Resolve issues or conflicts- I will handle any conflict issues right on, continue to share the vision, and keep encouraging others in building relationships.

7)    Motivate others – I will help to motivate others by providing little incentives throughout the project for cooperation and praise.

8)    Manage a positive culture and climate-I will try and build a positive culture and climate by making sure that I present research and provide resources.

9)    Use appropriate leadership style –I will collaborate and connect with others in order to find partnerships that will initiate change. I will play the role as facilliatator.

10) Empower others – I propose ot empower others to praise and continued collaboration.

11) Manage change – I can help manage change by following up with ongoing progress and evaluation and be open to adjustments if any are needed.

12) Self-evaluate- I can evaluate myself in making sure that I am finding the best research, collaborating, networking, and compling the list.