Action Research Delia Watley EDLD 5326

Traditional vs. Nontraditional Reading Activities

The question posed in my action research paper was the question of whether or not students would perform better in reading when participating in nontraditional reading activities compared to participating in traditional reading activities.  As the Program Manager of afterschool sites in our district, I have an opportunity to implement a variety of supplemental academic activities during the afterschool hours.  The answer to this question would help me in providing activities for students that would maximize their learning.  

In general, throughout our district traditional reading is somewhat common in the regular school day.  I wanted to find out if a nontraditional approach would help students increase reading skills.  Reading is an area that sought attention in our middle school.  The data for Houston Middle showed that all students were not performing at passing rates.  I was able to begin the action research process fairly quickly by surveying my staff during my staff meeting on non-traditional reading activities offered on each site.  I compared sites with these activities to those who were conducting traditional reading activities.    

After reviewing the data and compiling data from our evaluator, the action research report showed that those students that participated in such activities performed better in reading at a rate 30% higher than those students who did not participate in these nontraditional reading activities. 

The action research activity was a great opportunity for me to see that ordinary individuals could do something to make an impact on learning by asking very basic questions.  Based on my research, the afterschool site coordinators have included some type of nontraditional reading activity on all of the afterschool campuses.

EDLD 5363 - Personal Digital Story

EDLD 5363, ET8041, Week 1

Assignment 1 Digital Story Reflection ET8041 EDLD 5363

Once again, Dr. Abernathy has taught us that we can do what we feel is the impossible.   I was able to create my first digital video using voice, music, words, and pictures.  This really is significant to me because I can remember admiring videos from my counterparts and one day hoping that I would be able to create videos of my own.  Well, I did it.  I really enjoyed reading and gaining pointers from Lambert’s article “Digital Storytelling Cookbook”.  It helped me to organize my own thoughts for my video.  I have gained the knowledge necessary to share the experience with students in my program and can only imagine the excitement that can come from that sharing.  I learned a lot this week and I know that there is a lot more in store for us in Week 2.    

Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. Retrieved June 7, 2012, from http://redcrossyouth.org/wp-content/uploads/2012/03/cds-cookbook.pdf.

Week 5 Reflection

The knowledge gained in Week 5 regarding quality indicators to assess plans really helped me.  This week made sure that I had developed a well thought out plan.  I learned that I needed to find time to assess prior readings about my topic and determine whether or not this information could be useful for my current study.  As I develop my plan, I need to always think ahead.  Thinking ahead will guide me to any extended wonderings that may develop from my study.  Thinking ahead will help me concentrate on how I will later disseminate my plan to others.  What do I hope to accomplish from this research and how can I use it?  It's been a great class and a really comfortable environment to learn.  Dr. Abshire has been wonderful exhibiting a real sincere desire to see us all succeed.  Creighton has answered all questions promptly and you were left knowing that his goal was to make sure that we had everything that we needed to be successful in this course.  I'm really looking forward to my next course.

Week 4 Action Research Reflection

This week I met with my site supervisor to make changes to my action research plan.  He suggested that I may want to include if possible, a control group to help make comparisons at the end of my study.  This would allow me to compare students with no afterschool intervention to those with afterschool activities and those with afterschool reading activities.  This made alot of sense and I have added it to my action planning process below.  Until I met with my mentor about the study, I had reservations about whether or not I'd chosen an appropriate study with merit.  My site supervisor helped to confirm that this was a well thought out study and very appropriate.  He was very excited about the study and couldn't wait until we start getting some of the data returned.  I can see now why this part of the assignment (meeting with the mentor) was important.  I have learned alot about the research process in this class and I'm excited to start putting my learning into action.

Week 3 Developing an Action Research Plan/Reflection ET8041 EDLD 5301

This week's activity helped me to verify the purpose of my action research study.  Harris, Edmond and Combs (2009) assisted us in reflecting on all of the actions found behind the scenes of our proposed action research project using the action planning template.  I can agree with my site mentor's comment that this study will help me as I plan effective and impactful activities for the afterschool program.  I can understand now how action research is not just about gathering data but it is a very systematic approach to exploring new ideas as seen in this draft of my action research plan.

Action Planning Template
Goal: Determine whether or not nontraditional reading activities impact the reading skills of new generational students. Assist the regular school day effort in helping students reach their mastery level of academic performance in reading by offering more innovative embedded reading activities in afterschool.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Share final research question with Site Mentor to clarify objectives, do students that participate in nontraditional reading activities in afterschool perform better in reading during the regular school day and on reading exams than students who participate in other afterschool activities?	Program Manager Site Mentor	February 2012	Meeting Time with Site Mentor	Analyze objectives and proposed outcomes based on research question.
Site coordinators will complete a short questionnaire to determine what activities can be identified as either nontraditional or traditional reading activities.	Site Coordinators Program Manager	February 2012	Questionnaire Activity Rubric	Site visits to verify questionnaires using an activity rubric
Retrieve activity information for students.  Pull pre and post grades and demographics for students.  Retrieve TAKS .  Contact Technology contact to use student id’s to retrieve control group information for study.	Program Manager Technology Department	February – May 2012	TX21 Tracking System Gradespeed	Examine data for completeness and errors.
Comparisons will be compiled that depict what percentage increase in grades occurred for the students who participated in traditional reading activities and the percentage increase of those students who participated in nontraditional reading activities.	Program Manager	May 2012	Excel Spreadsheet	Analyze the percentage differences to determine if the nontraditional students excel or share similar outcomes with the traditional readers.
Percentage increases will also be compared between the nontraditional reading activities and other 21st century activities other than those traditional reading activities.	Program Manager	May 2012	Excel Spreadsheet	Analyze percentages to determine if the nontraditional readers have increased percentages.
Comparisons will be charted to assess and demonstrate the effectiveness that nontraditional reading activities have had on students who participate in these type activities during afterschool.	Program Manager	May 2012	Graphs	Analyze chart to determine noted differences and percentage increases and/or decreases.
Review student data to determine patterns or similarities in student demographics.	Program Manager	May 2012	Excel Spreadsheet	Determine if demographical data depicts any implications of outcome.
Findings will be discussed with Site Mentor to determine implications of the study.	Program Manager Site Mentor	May 2012	Meeting scheduled with Site Mentor	Analyze and discuss need for further action and use of study.
Findings will be disseminated to site coordinators in the site coordinator monthly meeting.  Findings will also be shared with school administrators and community partners in the Taskforce advisory meetings.	Program Manager Site Coordinators Taskforce Advisory Committee	June 2012	Reports and Charts	Analyze as a team, findings from the report to determine if there are any implications for programming currently used in afterschool and if changes need to be made
Site coordinators will use findings to plan future activities.  The goal will be to insure that nontraditional reading activities be explored during each term of 21st century programming and on each campus of 21st century activities to determine if support is needed.	Site Coordinators	August 2012	Team Meetings	Ongoing Analysis of prospective reading activities and their benefits.

Prensky (2006) points out that in comparison to the 10,000 hours of video games, 250,000 emails and text/instant messages, 10,000 hours talking on phones and 20,000 hours of television, the digital generation will have only spent 4,300 hours of reading by the time they reach age 21.  This study will prove and show others that afterschool programming can be instrumental in providing innovative reading opportunities for the new generation learner.

Harris, S., Edmondson, S., & Combs, J. (2009). Examining what we do to improve our schools
     8 steps from analysis to action. Larchmont, N.Y.: Eye on Education.
Prensky, M. (2006). Don’t bother me mom—I’m learning. St. Paul, MN: Paragon House.

Embrassing Differences - Week 2 Lessons Learned EDLD 5301 ET 8041

In week 2, I learned about subject areas that are great fields of study for action research.  Of the 9 topics discussed, I was particularly interested in two, school community culture and social injustice.  This interest was stimulated because both of these topics could connect through a common theme, embrassing differences.  Creating the culture of a school that does not conflict with beliefs and individual differences of students and staff members certainly involves much consideration.  As well, in districts such as ours where students of various cultures are assimilating, difficult tasks await administrators to make sure everyone is treated equally and fairly no matter their differences.  As schools strive to make sure the climate of a school is productively conducive for everyone, action research could prove beneficial.  Cochran-Smith and Lytle (1993), also suggested that research may be the answer when they wrote "they begin to envision alternative configurations of human and material resources to meet the needs of culturally diverse groups of students, teachers, and administrators" (p.80). 

Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge, New York: Teachers College Press.

Response to Hawks Technology Trekker EDLD 5301 ET8041

"Don't reinvent the wheel". James listed this in reference to the review of literature surrounding your topic. I look forward to seeing what others have to say about my research surrounding traditional reading. I am sure that there are so many articles on the web and it may be difficult to determine which articles are valid and able to be used as background information. Not sure if any of the present lessons addressed that aspect of the research.

How Educational Leaders Might Use Blogs EDLD 5301 ET8041

An important preliminary aspect of research is determining what others have to say about a particular topic.  Blogs can serve as a tool to solicit various viewpoints on a research topic or to gain feedback from others.   In this way, blogs are used to collect data that could prove important to the final research project.  This writing procedure allows you to build upon data and information over a period of time and allows you to share your inquiry as it unfolds with persons in and outside of the district.  This type sharing is important for collaboration with persons you might not otherwise come in contact with throughout the scope of your research.  “Hence, blogging can be a wonderful way to share your research with colleagues that are 1,000 miles or more from your school” (Dana, 2009, p. 150).

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

What I've Learned About Action Research EDLD 5301 ET8041

Educators are constantly flooded with data and research throughout their careers.  Much time is wasted as administrators try to determine what information to keep and what information to discard.  Action research can offer a solution for this dilemma.  This type research actually allows individuals to look at their own specific practices and identify prospective areas of concern that are relevant for growth.  The data needed for action research is more readily available and accessible because much of the information is local and easily attainable.  This tool allows the researcher to take ownership of the process necessary to gain needed knowledge that lends to more successful learning. 

The process of action research includes exploring, reviewing and collection.  It involves change based on findings and sharing with others to advance improvements.  Action research is beneficial for professional development and growth.  "By cultivating this inquiry stance toward practice, principals and teachers play a critical role in enhancing their own professional growth and ultimately the experience of schooling for children" (Dana, 2009, p. 11).  It promotes a type of reflection needed in order to improve current processes. 

This type inquiry is not only beneficial for improving regular school day processes but can also help shape best practices in our afterschool programs.    There are so many options available for afterschool time.  Action research can actually help narrow some of these choices by identifying what has proven to be most beneficial so that these experiences provide the most efficient and effective use of time for our students.

In summary, through action research, we as educators through our own expertise possess the necessary tools needed to answer questions and find solutions to problems that will improve student learning environments. 

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

All the things I learned about technology and myself

I learned so much from this course.  Each assignment offered a wealth of information from the Long Range Technology plan to the district technology plans.  I’ve been in the district for almost 10 years and I was not familiar with the goals of our technology department and their job responsibilities.  I realize now that those individuals are necessary to the future of our children if we want to provide them with meaningful learning opportunities that will help them succeed in the 21^st Century environments.  I realize that technology is not optional but necessary and more than anything, I realized that I needed to become more current with the uses of technology in my professional and personal life.  I didn’t realize that I was so far behind our generation of students in terms of the skills that they possessed.  I can now appreciate their knowledge and experience that they have to offer as it relates to technology.  I am more open to their opinions and suggestions and am less frightened of allowing them to perform in leading roles.  I feel that I am much more informed about the way our students think and feel in classroom environments and I know that it will help me to improve in my role as an afterschool director. 

Outcomes and Preventions

Although I purchased my books way ahead of schedule including the APA manual for my use in formatting my writing assignments, I felt I could not get a clear understanding of how to format references.  I read the book.  I accessed information on the internet.  I even consulted with persons who were going through doctorial programs and supposedly familiar with the styles.  On each assignment, points were deducted from my score because I had errors in APA usage.  I feel that I needed to have actual corrections listed that addressed the errors I kept making so that I could actually see the proper formats that should have been used.  Prior to submitting my assignments I would consult with students that were also using the manual to conduct their research.  It was always disappointing when I realized that I still did not clearly understand the necessary format to be used to complete my assignments.

My success as it relates to my current course

Surprisingly, I was able to successfully carry out my course assignments.  In the beginning and even now, I doubted my ability because I was so far behind in my knowledge about current technology.  It was a little embarrassing for me in that years ago I was a great programmer and thought that I was more advanced than others in my understanding of technology.   I prayed and tried not to reflect on negative thoughts that I might have gotten myself into something that could not be accomplished.  So far, I have made A’s on each of my assignment which was a boost to my confidence level.  I realized that I was able to learn and apply the knowledge through the various projects that were assigned.  The assignments were overwhelming and they took me an awfully long time to complete but after each assignment, I felt more confident that I would be able to complete future assignments.  Hopefully, this transformation of my thinking will continue in future courses to come.

How my outcomes are relevant to me

My duty is to bring innovative programming to students.  As I learned in this course, transitioning students into 21^st century learning environments is not an option for schools including afterschool but it is something that is very necessary to move our future leaders further towards successful careers.  I learned that 21^st century learning environments are crucial components for the success of our current society and future economy.   I did not realize just how much my current position related to accomplishing this task of transitioning ancient educational environments into new 21^st Century environments.  I realized that I had access to resources for technology that fit within my budgets.  I had access to knowledge of other administrators that could help me achieve the tasks needed in moving my programs in the right direction.  I also knew that the information provided in the classes would prove to be very beneficial for me as was apparent towards closure of this course.

How the vision of my outcomes contradicted actual outcomes

The outcomes that were originally envisioned for this course included a more programmatic approach to technology.  I had not a clear understanding of Educational Technology.  Based on my prior technology experience many years ago, I was expecting to participate in a lot of problem solving in regards to coding and decoding and hardware issues in the field of technology.  I thought that the assignments would include some type of programming or troubleshooting problems.  Fortunately, I learned much more than I expected.  Although, it was totally different than what was imagined, it was apparent that the information gained was so relevant and beneficial in my daily job duties as the afterschool site coordinator.   I never expected to learn all that I have in this course and each day, I feel so fortunate that I made the choice to enroll in this program.  I look forward to many more learning experiences that will help me to be a leader in this field.

Last Web Conference for the Class

The web conference today was full of information.  I just wish my audio would have stopped cutting out on me.  It never failed, everytime Dr. Borel would get to a juicy part, it would go silent.  This was unfortunate because I'm quite confused and I really needed to hear any word of instruction or advice that was available.  My meeting with my mentor is tomorrow so hopefully, we'll be able to figure this out together.  It's been a great learning experience offerring me little sleep but a ton of knowledge.  I feel a bit empowered by Dr. Borel and I tried to take heed to all of the comments on Epic, on the courseware, and on the conference about our class now coming to an end and that we made it.  Well, until I press that button on Friday, I'm not going to feel like I made it.  I felt quite overwhelmed today but again, I'm hoping the meeting with my mentor will provide some assistance for me as I complete all of the forms.  Thanks Sarah - you've been wonderful.

Today's Web Conference

Today's participation in the web conference was an eye opening experience for me to actually participate in a real time conversation with my classmates and instructor.  It was my first time setting up a web camera and quite a worthwhile experience.  I was able to figure out how to work the controls in order to adjust the picture.  I also learned quite a few things about the various components and the set up.  I can see why this could prove valuable for teams who can't really be together in one place.  I can also see how this would be a neat experience for students to use as an assignment to come together with each other over a long break or to come together in groups to work on a project. 


It was also especially great to see everyone for the first time.  I got alot of clarification on assignments and the internship.  My sound did keep fading so I'll definitely need to listen to the recorded session.

E-Rate and the Plan for Technology

Erate for schools

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National Education Technology Plan

The 2010 National Education Technology Plan driven by Obama’s priorities to raise the proportion of college graduates and to close the achievement gap focuses on five essential goals.  These goals include learning through engagement and empowerment, assessment that measures what matters, teaching that prepares and connects students, infrastructure that accesses and enables and productivity that redesigns and transforms our education system for educational attainment.   The learning component of the plan determines what and how we teach, how students learn, where and when they learn and who needs to learn.  It provides for access to information and resources 24/7, the creation and sharing of information, collaboration and acquiring of new knowledge, student expression in untraditional ways where students take control of their learning, critical thinking and problem solving, and multi-media communications.  The plan provides for more online learning to reduce the number of students leaving high school without a diploma and unprepared for post-secondary education.

The mode of teaching involves facilitators and teams of collaborators replacing solo teachers as well as 24/7 teacher access to data analytical tools and resources to improve instructional practices.  There is support for students in and out of school through resource accessibility.  Parents have more access to assist with education. 

Professional development involves both pre-service and in-service collaborative innovational learning and resource opportunities that support teacher professions. 

Redesigning education through a collaborative force of stakeholders and locating leaders that are motivated to lead educators towards these advanced levels of technology integration may prove to be challenging.

District Technology Plan

Irving ISD's technology plan lists seven goals: 

Goal #1 is to infuse higher level thinking with technology and quality instruction.  Strategies include integrating technology TEKS and higher order thinking into 100% of curriculum areas, increasing integration of technology and maintaining the 1:1 ratio of computing devices.  

Goal #2 is to support assessment and planning through use of technology.  Strategies include technology support for assessing. 

Goal #3 is to educate all students and teachers in responsible technology use.  Strategies include trainings on appropriate use and internet safety. 

Goal #4 ensures that professional development is on-going and high quality.  Strategies include differentiated job-embedded technology training, increased use of technology in staff developments, and demonstrations on effective use of technology.  Staff developments focus on the needs of the campuses.  Trainings are conducted by Instructional Technology Specialists (ITS). 

Goal #5 is to ensure 100% administrative participation of appropriate software.  Strategies include the use of software and technology for communications.  

Goal #6 is to provide leadership to leverage technology for the improvement of teaching and learning.  Strategies include integrating technology into curriculum and maintaining technology resources.

Goal #7 is to ensure a stable infrastructure for technology use.  Strategies promote operations 24/7 and develop a sustainable system with available funds.  Financial resources include operating funds, grants, E-Rate discounts, business partnership donations and bonds. 

The district’s plan also allows for the development of contingency plans.  Local evaluations will be conducted for each aspect of the plan.  The Texas STaR Chart will also be used to measure progress.