If twenty-first Century schools need twenty-first century technology (Prensky, 2006) then, they also need twenty-first century teachers; teachers who cooperate with each other and work towards their own knowledge construction. Teachers are unsure about how to integrate technology in their lesson plans and tend to use it as a tool rather than an instructional enhancer. I wonder how technology integration would be affected if a select group of technology strong teachers are trained as “teacher techs” or “technology coaches.”
There is a definitive consensus that existing professional development programs need to be revised. Teachers reported that they attend professional development workshops and receive the necessary renewal credits, but the content of the workshops was not meeting their professional technology needs (Bradshaw, 2002). I am interested in an action research plan that investigates the benefits of a teacher technology coach program and whether this proposed program could be an effective professional development approach to educating teachers about technology integration and project-based learning.
Sunday, August 1, 2010
Sunday, July 25, 2010
Detemining a topic for Action Research
I met with my site supervisor for the purpose of discussing action research topics. Some topics we discussed were:
• How a teacher’s use of a student response system can be used, not only as a response system, but also as a tool for assessment.
• In what ways can we follow-up with professional development to ensure teachers remain comfortable with the topic and will continue the use of that specific technology.
• We wondered how technology integration would be affected if a select group of technology strong teachers are trained as “teacher techs” or “technology coaches”.
• The importance of training teacher trainers, or “teacher techs” to present engaging presentations that are current and precise and the material is relevant to the audience.
Tara, my site supervisor, was very helpful. She has is detail-oriented, and we had a great conversation in which she offered some wonderful suggestions. We not only discussed possible action research topics, but also talked at length regarding the benefit of obtaining a master’s degree and the positive points of an online degree. Our district had just purchased 20 student response systems, so we discussed using those for a topic. We also have a technology conference coming up in August with over 30 sessions led by teachers. Our technology department is developing a one day professional development for those teachers called, Designing Engaging Lessons to train those presenters on several presentation tips and tricks, such as; how to prepare an outline, get to know your audience through an “ice-breaker”, have a streamlined PowerPoint, provide hands-on, engaging activities and provide an opportunity for follow-up.
This professional development led to my current topic idea; how technology integration would be affected if a select group of technology strong teachers were trained as “teacher techs” or “technology coaches”. In this appointed role, the “teacher techs” would be role models, provide training, and serve as a continuous source of encouragement and support for the use of technology in the classroom. I would also go a step further and make sure that the teacher techs are given the training and support they need to have the skills and confidence to be put into this leadership position.
• How a teacher’s use of a student response system can be used, not only as a response system, but also as a tool for assessment.
• In what ways can we follow-up with professional development to ensure teachers remain comfortable with the topic and will continue the use of that specific technology.
• We wondered how technology integration would be affected if a select group of technology strong teachers are trained as “teacher techs” or “technology coaches”.
• The importance of training teacher trainers, or “teacher techs” to present engaging presentations that are current and precise and the material is relevant to the audience.
Tara, my site supervisor, was very helpful. She has is detail-oriented, and we had a great conversation in which she offered some wonderful suggestions. We not only discussed possible action research topics, but also talked at length regarding the benefit of obtaining a master’s degree and the positive points of an online degree. Our district had just purchased 20 student response systems, so we discussed using those for a topic. We also have a technology conference coming up in August with over 30 sessions led by teachers. Our technology department is developing a one day professional development for those teachers called, Designing Engaging Lessons to train those presenters on several presentation tips and tricks, such as; how to prepare an outline, get to know your audience through an “ice-breaker”, have a streamlined PowerPoint, provide hands-on, engaging activities and provide an opportunity for follow-up.
This professional development led to my current topic idea; how technology integration would be affected if a select group of technology strong teachers were trained as “teacher techs” or “technology coaches”. In this appointed role, the “teacher techs” would be role models, provide training, and serve as a continuous source of encouragement and support for the use of technology in the classroom. I would also go a step further and make sure that the teacher techs are given the training and support they need to have the skills and confidence to be put into this leadership position.
Thursday, July 15, 2010
How can Educational Leaders use a Blog?
Blogging is about putting ideas out there, exploring them, sharing them, and taking part in a larger community.
I did a little research into educational blogs. You can find many, many blogs in any educational field: Principals/Administration, Technology in Education, EVERY grade level, EVERY subject area such as; teaching students with special needs, drama/theater blogs, teaching a foreign language blog, the list goes on and on!
As an Instructional Technology Specialist, I can use my blog to communicate with teachers, share information, initiate conversations and provide a source of collaboration for educators that are interested in the same areas that I am.
I did a little research into educational blogs. You can find many, many blogs in any educational field: Principals/Administration, Technology in Education, EVERY grade level, EVERY subject area such as; teaching students with special needs, drama/theater blogs, teaching a foreign language blog, the list goes on and on!
As an Instructional Technology Specialist, I can use my blog to communicate with teachers, share information, initiate conversations and provide a source of collaboration for educators that are interested in the same areas that I am.
What is Action Research?
I have learned quite a bit about action research this week through our readings and some Internet browsing. I have discovered that action research assists educators in posing questions, gathering data, evaluation and reflection, and then deciding on a course of action. Then he or she can assess needs, document the steps of inquiry, analyze data, and make informed decisions that can lead to the end result, hopefully an answer to the inquiry.
Action research specifically should answer an “I wonder…” question with the intent that the research will inform and change his or her teaching methods in the future.
What was really enlightening to me is what Action Research is NOT. It is not problem solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to better impact students and improve teaching methods.
So once I realized what Action Research is not, the big question is what is the first step? I believe this is the most crucial element of Action Research. “Teachers often have several questions they wish to investigate; however, it is important to limit the question to one that is meaningful and doable in the confines of their daily work” (Ferrance, 2000). Ferrance goes on to provide a list of some guidelines:
• be a higher-order question—not a yes/no
• be stated in common language, avoiding jargon
• be concise
• be meaningful
• not already have an answer
These guidelines were very helpful as I investigated a question for my Action Research topic.
Resources
Ferrance, E. (2000). Themes in Education- Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University
Action research specifically should answer an “I wonder…” question with the intent that the research will inform and change his or her teaching methods in the future.
What was really enlightening to me is what Action Research is NOT. It is not problem solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to better impact students and improve teaching methods.
So once I realized what Action Research is not, the big question is what is the first step? I believe this is the most crucial element of Action Research. “Teachers often have several questions they wish to investigate; however, it is important to limit the question to one that is meaningful and doable in the confines of their daily work” (Ferrance, 2000). Ferrance goes on to provide a list of some guidelines:
• be a higher-order question—not a yes/no
• be stated in common language, avoiding jargon
• be concise
• be meaningful
• not already have an answer
These guidelines were very helpful as I investigated a question for my Action Research topic.
Resources
Ferrance, E. (2000). Themes in Education- Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University
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