Improving my instruction for the benefit of my students is something I strive for everyday. As the year was ending last year I was already thinking of ways in which I could be better in the 2010-2011 school year. Fortunately, I also had the opportunity to teach summer school where I was able to practice some of these new techniques. As Dr. Marjorie C. Ringler discussed, intstruction, and delivery of that instruction, is a great area for principal inquiry (2007). Wondering how to motivate teachers and instill a desire for improvement is essential to meeting ever increasing standards and accountability.
Along these same lines is the leadership team which is “instituted by principals and usually include[s] any assistant administrators and at least three teachers who also have classroom responsibilities,” (Dana, 2009). Increasing accountability transcends position or title. Everyone involved in public education has a vested interested in these increasing standards, and therefore involving action research through a leadership team is going to positively impact all players on the education stage.
A third example of action research in educational settings would be through professional learning communities. Contrary to Paul Simon’s, “I am a rock, I am an island” the education profession does not allow us to be lone rangers. Collaboration and community development within the school system are essential to meeting improved standards. Doubtless we continue to come back to this same phrase of improving or increased standards because they are not going away and improvement is what we need, if not also what we want. Action research carried out in community through PLCs is an outstanding way to provide and receive instantaneous feedback from colleagues about what is working and what is not on your own particular campus.
Monday, August 30, 2010
Sunday, August 29, 2010
Blogs in Education
Blogging can serve many purposes in education. In a profession like ours the pace of day-to-day tasks can be frantic so knowing where to find and share information is incredibly important. Blogging can serve as an outlet for inquiry and at the same time a place of feedback from others following your research. Additionally, following educational blogs can provide teachers, administrators, and researchers with information that is pertinent to their respective fields.
Action Research
Prior to starting this course I assumed all research was basically the same: you pick a topic, find some sources, write a paper, and then you are done. Having been introduced to the concept of action research my opinion has rightfully changed. Even breaking down the term “action research” implies something different from normal research. Action indicates something that is ongoing, perpetual, and engaging. Action research, or academic inquiry, is a dynamic skill set that allows the researcher the opportunity to maximize his research and develop a more full understanding of a desired topic.
As an advantage, action research also permits the inquirer to engage in meaningful staff development and produce solutions that are campus and/or district specific instead of theoretical assessments produced by college and university specialists.
I am hoping to use action research to improve my own teaching strategies and impact other teachers around me. As is the case on many campuses and in many districts Math and Science tend to have the greatest difficulty of any content area on standardized tests like TAKS. My goal is to see how the infusion of project-based, or problem-based, learning with an emphasis on the integration of Web 2.0 tools will impact student achievement on standardized tests.
As an advantage, action research also permits the inquirer to engage in meaningful staff development and produce solutions that are campus and/or district specific instead of theoretical assessments produced by college and university specialists.
I am hoping to use action research to improve my own teaching strategies and impact other teachers around me. As is the case on many campuses and in many districts Math and Science tend to have the greatest difficulty of any content area on standardized tests like TAKS. My goal is to see how the infusion of project-based, or problem-based, learning with an emphasis on the integration of Web 2.0 tools will impact student achievement on standardized tests.
Wednesday, August 11, 2010
Course Reflection #5
Working at a rapid pace can be very challenging! Only having five weeks to accomplish what would normally be done over the course of several months is dizzying, but at the same time is also very exciting. I have to be very diligent about time management. So many of my issues in this course could have been alleviated had I been better about completing assignments earlier.
I also learned that I am a high goal setter. I do not want to merely do what someone else has done. I want to create something fresh, to test boundaries. I want to exceed even my own expectations. As a leader, I hope to embody the ability to put into action that which is theory. While I thought I was very advanced in my technology leadership I have since learned that I truly have a long way to go. I am naturally comfortable using technology, but I feel that I have much room for improvement.
Finally, my attitudes toward learning and achieving have never been stronger. Simply passing is no longer okay for me. I want to not only pass, but I want to be the best. This is a strong competitive desire that has been developing in me over the past few years, and I think will serve me well in completing this program.
I also learned that I am a high goal setter. I do not want to merely do what someone else has done. I want to create something fresh, to test boundaries. I want to exceed even my own expectations. As a leader, I hope to embody the ability to put into action that which is theory. While I thought I was very advanced in my technology leadership I have since learned that I truly have a long way to go. I am naturally comfortable using technology, but I feel that I have much room for improvement.
Finally, my attitudes toward learning and achieving have never been stronger. Simply passing is no longer okay for me. I want to not only pass, but I want to be the best. This is a strong competitive desire that has been developing in me over the past few years, and I think will serve me well in completing this program.
Course Reflection #4
On the whole I was able to complete the course assignments successfully. Week one I had some trouble for a few reasons. Primarily, I will assume the majority of credit, or lack thereof, for my performance during the first week. Poor time management skills certainly contributed to less than thorough analysis and response to questions. Beyond just this, not taking this course as seriously as necessary inhibited my success during the initial week.
Having accepted my share of responsibility I have to give credit where credit is due. The lack of clearly defined expectations and conflicting instructions made success a somewhat relative term. From not knowing exactly what was expected during the first week to not elaborating on what is expected for the internship plan the assignments could be maddening. This being said, emails and discussion posts WERE answered offering further clarification allowing me to overcome the obstacles I was facing.
Having accepted my share of responsibility I have to give credit where credit is due. The lack of clearly defined expectations and conflicting instructions made success a somewhat relative term. From not knowing exactly what was expected during the first week to not elaborating on what is expected for the internship plan the assignments could be maddening. This being said, emails and discussion posts WERE answered offering further clarification allowing me to overcome the obstacles I was facing.
Course Reflection #3
Two objectives I do not feel that I adequately mastered during this course are identifying privacy and legal issues as well as providing support for school infrastructure. I think both of these learning objectives overwhelmed with the amount of technical language that was involved in understanding. In addition to this, if something is not engaging to me, or seems irrelevant, I tend to tune out. Do not misunderstand my intention here. Privacy and legal issues are by no means irrelevant. However, the degree of difficulty in understanding these topics caused me to feel frustrated at times, and therefore disengaged. It is no fault of the instructor, facilitator, or authors of the article for my lack of understanding. It was difficult for me to transition from the normal course readings to the highly technical language required to comprehend the fullness of the issue at hand.
Course Reflection #2
Of all the courses that I have taken in my life (and it feels like there have been more than enough) I cannot think of one that has been more relevant and had more an impact on my philosophy of education than this course. As a teacher leader I feel it is absolutely vital that I stay current on technology trends and leadership theory. Even learning about what the typical Millennial, my generation, wants in a leader and a career for that matter is exceptionally beneficial. With this knowledge I will be able to potentially help bridge gaps between older teachers and administrators and a new generation of teachers who seek to effect positive change in education.
Course Reflection #1
Coming in to this first course I wanted to broaden my knowledge of Web 2.0 tools and how to apply them in my classroom. Additionally, I was hoping to gain leadership skills, or at the very least, theoretical information I could take and apply with the hope of integrating these new found traits into my everyday life. Finally, I wanted to discover greater insight in regards to legal, copyright, and privacy issues.
While I achieved many of the learning outcomes I had beginning this course I did not accomplish all I set out to do. The Web 2.0 tools I have learned about during this course are remarkable. Trying to discover ways to utilize all of these tools, while not exhaustive, could take all year, if not longer. I am of the persuasion that I do not have to implement everything all at once. I read a story of a US History teacher who taught four sections. He divided his students into groups with one student from each class per group. The students were then assigned a particular topic regarding an historical figure and required to submit their findings via a wiki. The project ended up looking like a Wikipedia page! I have met with two of my colleagues and we are planning on implementing this particular project this year! I would never have been able to pull something like this off before, but now having learned about wikis and their usefulness along with the leadership skills to mobilize plans into motion this dream will become a reality.
The course certainly helped me conquer the goals I had set. The layout, readings, and assignments for the most part contributed to my being able to meet these expectations. I will discuss in a later post the shortcomings of my learning.
While I achieved many of the learning outcomes I had beginning this course I did not accomplish all I set out to do. The Web 2.0 tools I have learned about during this course are remarkable. Trying to discover ways to utilize all of these tools, while not exhaustive, could take all year, if not longer. I am of the persuasion that I do not have to implement everything all at once. I read a story of a US History teacher who taught four sections. He divided his students into groups with one student from each class per group. The students were then assigned a particular topic regarding an historical figure and required to submit their findings via a wiki. The project ended up looking like a Wikipedia page! I have met with two of my colleagues and we are planning on implementing this particular project this year! I would never have been able to pull something like this off before, but now having learned about wikis and their usefulness along with the leadership skills to mobilize plans into motion this dream will become a reality.
The course certainly helped me conquer the goals I had set. The layout, readings, and assignments for the most part contributed to my being able to meet these expectations. I will discuss in a later post the shortcomings of my learning.
Sunday, August 8, 2010
Betsy Price - you're wrong.
"Technology will raise fundamental questions about instruction. Students can direct the pace and level of thier learning by using electronic resources and content-delivery systems. This can facilitate MORE students and class sizes could INCREASE. This could lower the cost and increase the quality of education." (Price, 2005.)
There is no doubt that the increased use of technology is going to and is already causing educators to reevaluate instructional practices. However, the changes that are suggested by Betsy Price in her article "Who's in Control of the Technology-Integrated School" is hardly even worthy mentioning. Arguing that increasing class size will increase the quality of education or that textbooks, which become outdated almost as soon as they leave the print shop, with curriculum based software is the most illogical and counter-intuitive arguments I have seen during this entire course. Why would further overcrowding classrooms, decreasing the amount of personal attention, and limiting individualized instruction have a positive impact on education? How would something that is packaged on a disc and remains static possibly be better than something that is packaged on paper and bound together that also remains static? They both become outdated for the exact same reasons, it is just the one looks "flashy" and the other smells bad after being kept in storage all summer.
Price also contends that we no longer need large computer labs because they are mostly used for keyboarding and basic computer literacy, things she states are "mastered before a student comes to school" (p.53, 2005). While many of my high school students do know how to do basic functions on a computer, few of them know how to type with any kind of fluency. They employ the "hunt-and-peck" method that MY high school keyboarding teacher broke me of after roughly one week. Our students are much more technologically proficient than many of us, however, they simply know how to consume technology. Few truly know how to master creating products.
Finally, "as the teachers' dependence on the Internet decreases, the need for student computers to be connected will disappear or at least lighten" (p. 55, 2005.) It is laughable that this article is given credibility. Everything we have learned and discussed throughout this course has centered around the free Web 2.0 tools that are available to assist and enhance teachers' instructional strategies. Our "dependence" on the Internet is not decreasing, it is increasing. Internet accessibility is allowing educators to provide 24/7 access to education for their learners. Decreasing Internet usage in the classroom would be counterproductive and a waste of time.
Price, Betsy (2005). Who's in Control of the Technology-Integrated School?
There is no doubt that the increased use of technology is going to and is already causing educators to reevaluate instructional practices. However, the changes that are suggested by Betsy Price in her article "Who's in Control of the Technology-Integrated School" is hardly even worthy mentioning. Arguing that increasing class size will increase the quality of education or that textbooks, which become outdated almost as soon as they leave the print shop, with curriculum based software is the most illogical and counter-intuitive arguments I have seen during this entire course. Why would further overcrowding classrooms, decreasing the amount of personal attention, and limiting individualized instruction have a positive impact on education? How would something that is packaged on a disc and remains static possibly be better than something that is packaged on paper and bound together that also remains static? They both become outdated for the exact same reasons, it is just the one looks "flashy" and the other smells bad after being kept in storage all summer.
Price also contends that we no longer need large computer labs because they are mostly used for keyboarding and basic computer literacy, things she states are "mastered before a student comes to school" (p.53, 2005). While many of my high school students do know how to do basic functions on a computer, few of them know how to type with any kind of fluency. They employ the "hunt-and-peck" method that MY high school keyboarding teacher broke me of after roughly one week. Our students are much more technologically proficient than many of us, however, they simply know how to consume technology. Few truly know how to master creating products.
Finally, "as the teachers' dependence on the Internet decreases, the need for student computers to be connected will disappear or at least lighten" (p. 55, 2005.) It is laughable that this article is given credibility. Everything we have learned and discussed throughout this course has centered around the free Web 2.0 tools that are available to assist and enhance teachers' instructional strategies. Our "dependence" on the Internet is not decreasing, it is increasing. Internet accessibility is allowing educators to provide 24/7 access to education for their learners. Decreasing Internet usage in the classroom would be counterproductive and a waste of time.
Price, Betsy (2005). Who's in Control of the Technology-Integrated School?
Wednesday, August 4, 2010
Book Review: Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement
Lynne Schrum and Barbara B. Levin put together a wonderful resource that is valuable to anyone that is or will be involved in 21st century education. Leading 21st Century Schools is well structured with a strong balance of theoretical insight and practical, tested applications from which readers are likely to gain great knowledge. Further, the general style of the book is one that allows readers the ability to understand. This stands to reason due to the authors of the book being educators.
Leading 21st Century Schools is formatted into three sections. The first section, titled "21st Century Schools: A New World for Administrators, Teachers, and Students" sets the tone for the rest of the book. In it, Schrum and Levin underscore the need for administrators to understand not only who their students are today, but also who their young teachers are – a generation that is hungry for the use of technology and the ability to create. The authors wrote, "They are a generation that will grow up creating, using, and distributing text, images, audio, and video everyday during their life" (p. 33). If school leaders want to move their organizations forward they have to understand the group they are trying to reach.
"New Tools and Strategies for Teaching and Learning in the 21st Century," the second section of the book is the most informative and helpful section for non-administrative school leaders. This would include teacher-leaders who are trailblazers for their campus. Four chapters are devoted to instructional strategies, introductions to various Web 2.0 tools, and practical applications on how to incorporate these tools in to the classroom. From blogs and wikis to webquests and virtual field trips, this second section was perhaps the most beneficial section in the entire book.
Beyond just the classroom, Schrum and Levin seek to involve community stakeholders like – parents – in the discussion of 21st century education. "School leader blogs are also being used, mainly to communicate with parents, family members, and others in the community." (p. 124). The idea of trying to sell something in which you do not buy does not work. The authors of this book did a great job identifying and clarifying their perspective in Part III of this book, "Leading the Way," that leading change is multifaceted and must be ultimately led by example.
Generally speaking Leading 21st Century Schools communicates a high priority for administrators. While a teacher-leader would find this to be an excellent resource it seems that administrators are the target audience of this work. This is not a shortcoming of the book by any means, merely a statement of fact. Overall, the book is an inspiration for anyone involved in educating 21st century learners.
Tuesday, August 3, 2010
Online Safety
Hallee Adelman said, "A recent study showed that one in five youths (between ages 10 and 17) 'received a sexual solicitation or approach [over the internet] in the past year' and 'one in seventeen [youths] were threatened or harassed' online (Finkelhor, Mitchell, & Wolak, 2000, p. ix) (2004). It is of utmost priority that we protect our students from online predators. The dangers that today's students face is unmatched in our history. As summer draws to a close and we begin planning our lessons and incorporating all of the wonderful ideas we have gained just in the last few weeks it is imperative that we monitor what our students are looking at and to whom they are "talking" online. All of this week's readings seemed to tie together one major theme: BE CAREFUL!
Keeping parents involved and informed could be our greatest asset in providing a safe, online learning environment for our students. It would be especially helpful to offer suggestions to parents that would allow them to monitor what it their child is doing on the internet. For example, setting up definite parameters, time frames, and situations in which their child may do their work could prove to be very beneficial. J.A. Hitchcock offered several practical suggestions culminating in the idea that "if you wouldn't say it to a complete stranger on the street, then do not 'say' it online" (2007). If meeting face to face with all of your parents is impractical (and when you have 250 students I would say that it is) perhaps setting up a blog to which they could subscribe would be a highly efficient way of communicating with the masses to make them aware of what will be going on in your classroom as well as steps they can take to protect their children in the process.
Adelman, Hallee. Voices From the Middle, "Teaching Online Safety." March 2004.
Hitchcock, J.A. MultiMedia & Internet @ Schools, "Cyberbullies, Online Predators, and What to do About Them." May/June 2007.
Keeping parents involved and informed could be our greatest asset in providing a safe, online learning environment for our students. It would be especially helpful to offer suggestions to parents that would allow them to monitor what it their child is doing on the internet. For example, setting up definite parameters, time frames, and situations in which their child may do their work could prove to be very beneficial. J.A. Hitchcock offered several practical suggestions culminating in the idea that "if you wouldn't say it to a complete stranger on the street, then do not 'say' it online" (2007). If meeting face to face with all of your parents is impractical (and when you have 250 students I would say that it is) perhaps setting up a blog to which they could subscribe would be a highly efficient way of communicating with the masses to make them aware of what will be going on in your classroom as well as steps they can take to protect their children in the process.
Adelman, Hallee. Voices From the Middle, "Teaching Online Safety." March 2004.
Hitchcock, J.A. MultiMedia & Internet @ Schools, "Cyberbullies, Online Predators, and What to do About Them." May/June 2007.
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