Week 3, Part 3:Action Research Plan Steps

1. Setting the Foundation- After a lengthy discussion with both my school principal and my site mentor, we feel that technology-based professional development is a key concern because our teachers struggle to use available technology in their classrooms now, and we are getting new technology this year.

2. Analyzing the Data-In a look at the past three school years of Plainview High School’s Texas STaR Chart data, our school is still at the developing tech level for professional development even though the district has given teachers new technology to work with. Also, to meet a part of the T3 grant requirements (from a grant our school recently received for technology adoption) teachers must take part in a minimum number of technology-focused professional development hours with emphasis on the tools that the teachers will be receiving in their classrooms.

3. Developing Deeper Understanding-"Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving.” (NSDC, 2010)

In a conference I recently attended on Personal Learning Communities I read a quote by Peter Senge that said, “Those with high levels of personal mastery regularly spend time reflecting on their vision, skills, and practices. They clarify what is important to them and are clear about the current reality. They are extremely focused, but in a particular way.”

In the Texas Long-Range Plan for Technology, Educator Preparation and Development is recognized as one of the four key areas to addressing technology in schools. "Professional development carries the urgent charge of supporting the move from traditional schooling to 21st century education." (TEA, 2006) There is no doubt, "technology related professional development programs need to provide teachers with a variety of activities such as modeling, discussion, brainstorming of ideas, hands-on actions, and just-in-time support." (Mouza, 2002-2003)

“Teacher proficiency with technology results in greater use of technology by students and increased learner-centered instruction.” (Burns, 2002)

4. Engage in Self-Reflection-In what ways will I need to further my technology skills to help train my peers? What support does the other administrative staff have to offer that may not have been previously tapped? Are there resources that I need before beginning further research? After carefully reviewing my choice of action research topic, I feel that I am a prime example of the subjects that I am completing the project for. I have not utilized my classroom technology to its fullest potential because until recently I did not know how. I will be utilize others expertise to help me solve the issues of my action research. I have on the other hand I have found several sources that support my research questions. All of the skills needed for this project are skills that I have recently acquired or will work on alongside my research. I am truly excited about the changes that will be reflected in student learning in my classroom this year based on the research!

5. Exploring Programmatic Patterns-After meeting with both my principal and site mentor on the topic of my research plan, we have identified both potential benefits and pitfalls to my proposed action research plan. Of the benefits: 1. Increased student and teacher use of classroom technology in all subjects; 2. Better parent communication through the use of technology; 3. Better understanding of available technology; 4. Meeting and exceeding requirements of STaR Chart and the T3 Grant. Of the pitfalls: 1. Limited time to perform professional development with teachers; 2. Limited access to student computers; 3. Challenging preconceived notions or ignorance’s about technology; 4. How technology could change the classroom management dynamic; 5. Redefining Acceptable Use Policies to identify student use of new technology resources.

6. Determining Direction-I am clear on my problem area, unused classroom technology and new incoming technology. I am satisfied with my research questions. I know that I do not have the skills to exclusively perform all tasks related to the professional development, and will be enlisting the help of my mentor and several other technology teachers and specialists to help me. I am hoping to work with at least to peer scholars from Lamar as well as the aforementioned staff members. My timelines are really just a short-term look at a long-term work. I will monitor progress through surveys of student work, and the Professional Learning Community’s that will be created. The key look into how my plan works will be the STaR Chart results completed in the Fall of 2011 with the move from developing tech to advanced tech, however my principal’s observations and other qualitative methods will also serve as sufficient proof of success. Any adjustments necessary will be based on teacher need. The idea of follow-up is that teachers have accessible hands on training.

7. Taking Action for School Improvement-I am currently in discussion to compare findings and research with two peers within my cohort at Lamar University. I will also be working with my principal to utilize her observation findings. Furthermore, I will be in contact with my former school district, Lubbock ISD, to review and compare their use of technology professional development. Most importantly, I will be looking to the technology teachers and department heads to help me with PLC and follow-up session evaluations including the interviews and surveys.

8. Sustain Improvement-This area will consist of sharing my research with several groups (see part four of this assignment). It will also however focus on ongoing technology professional development, follow-up, and use of Personal Learning Communities to not only sustain improvement, but advance to the Target area on the Texas STaR Chart.

Burns, Mary. (December 2002). From Compliance to Commitment:Technology sa a Catalyst for Communities of Learning. PHI DELTA KAPPAN. P295-302

Mouza, Chrystalla. (Winter 2002-2003). Learning to Teach with New Technology: Implications for Professional Development. Journal of Research on Technology in Education. Volume 35, Number2. p 272-289.

National Staff Development Council. (Accessed: July 29, 2010). Learning Communities. http://www.nsdc.org/standards/learningcommunities.cfm

Texas Education Agency. (November 2006). Long-Range Plan for Technology, 2006-2020.

Texas Education Agency. (2006-2008). Campus STaR Chart Data. Retrieved June 1, 2010.