EDLD5301 Reflection

As I reflect upon my experiences during the taking of this course, I have muddled thoughts regarding what I was to accomplish and personal problems. Once I push the personal problems aside, I’m left with how to go about conducting a research project.

I have been coached in methods of how to choose a topic and determine whether or not it is worthwhile. Starting with a shared vision and the need for inquiry, I have learned of eight steps required to be successful in orchestrating a principal inquiry. According to Sandra Harris, et al (2010), the eight steps are comprised of setting a foundation, analyzing data, developing deeper understanding, engaging in self reflection, exploring patterns, determining direction, taking action, and sustaining improvement.

The shared vision is simply everyone being on the same page in recognizing continued adjustment is needed to ensure school improvement. This sets the foundation. Analyzing data consists of the collecting and cataloging of information that will help in determining what needs to be changed. Development of a deeper understanding occurs when qualitative inquiries are performed. “Quantitative findings help identify the “what” but not the “why.” On the other hand, qualitative techniques help understand “why” and “how” situations are happening – they provide a broader understanding of some of the different factors that affect a particular area.” (Harris, p. 38) Self reflection ensures greater awareness of oneself and their surroundings. Through self reflection, I am able to see where I have been, where I’m going, and where I want myself and the school to be. The exploration of program patterns helps in fostering school improvement by exposing biases that need to be addressed. When determining direction, you go back to making sure everyone has bought into the need for change. As the principal, you lead a “revisit [to] previous goals and priorities” (Harris, p. 72), to figure out which direction should be the priority. Once the direction is determined, it’s time to take action. Committing the action plan to paper helps guarantee clarity of the improvement activities. There is a need to keep all stakeholders informed of the progress and the setbacks. The final step, which may really become a new first step, is sustaining improvement. At this juncture, you are moving forward toward continued improvement because you are re-examining, re-questioning, reflecting, and redirecting your focus on school improvement. I believe I've got it!

Reference

Harris, Sandra, et al. (2010) Examining what we do to improve our schools: 8

     steps from analysis to action. Larchmont, NY: Eye on Education, Inc.

September 14, 2011 Podcast Reflection

My attendance at tonight's podcast was extremely helpful. I got key questions answered, insights into what is expected, support from others, kudos for helping, and a reason to laugh. All in all, it was a great experience. I was able to learn that I am not alone in my confusion and many are having the same problems I'm experiencing. The students who attend the podcast are at different places in their studies. I have just begun and welcome the opportunity to listen to others, ask questions of others, and comment on remarks made by others. I would dearly like to find out how to orchestrate a podcast of my own.

Action Research Plan

Guidry's Action Research
Goal: To ascertain academic benefit of social network use in the classroom.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Research prior implementation of social networks by other districts.   (Literature Review)	Self: Ava Guidry	September 2011/ November 2011	Internet access	Evidence of substantial documentation by districts of their use of social networks in the classroom.
Contact and form a collaboration with a school or district that has the use of social networks in place.	Self, PAISD Chief of Technology Dr. Zuniga, Principal Mrs. Cynthia Jackson	December 2011/ January 2012	School or district with which collaboration is to be formed.	Acquisition of collaborators complete.
Data Collection and Analysis	Self, PAISD Chief of Technology, Collaborating school or district	January 2012/ April 2012	School or district willing to collaborate. Surveys for teachers, students, and parents. Records of student performances with and without use of social networks.	Surveys completed and returned. Collected data analyzed and compiled.
Findings and Discussion	Ava Guidry, Chief of Technology	April 2012 / June 2012	Computer with word processing, excel, and spreadsheet programs.	Publication of research findings.

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Week Two of Course 5301/Action Research

This past week has been a trial for me. I was not so much stumped as to how to complete the assignment as I was strapped for time. I managed to submit it a few minutes ago. And ... am now reflecting on what knowledge I gained. I've learned that there are as many possible topics for action research as there as stars in the universe. Picking one may be the most difficult part of all. I was lucky in that my site supervisor had an idea that may be just the ticket. It's a hot topic and while some schools and districts have already implemented its use, it's still relatively new. My 'wondering' is what kind of impact will the use of social networks have on student academic performance?

In pursuit of an answer to the above question, I have learned that my question may evolve into another or lead me to answers I have not formulated questions for. Either way, I'm just about ready to get going. All I need is an extra ten hours per day and everything will be copasetic.

Educational Leaders and Blogs

The use of blogs by educational leaders might be to gather input regarding an issue on campus. They could also use it as an effective means to communicate with a group involved in generating ideas for improvement. A blog may be used as the school’s web page for communication with parents and other involved stakeholders making it useful for multiple views to be available.

Action Research

I have come to learn that action research has been being used for quite sometime. It hails from the scientific community, particularly the social sciences. In the educational world, it was first widely used by professors to study needed changes within education practices and to guide their decisions in making policy for school administrators and teachers. It was then used by teachers to help adjust their teaching methods to better serve students. Now it is being advocated to principals for use as a form of reflection when practicing self improvement. Principals also use action research to personalize solutions to problems encountered in their jobs as leaders.

Action research follows the format of identifying a problem or simply wanting to see if change is needed. Posing a question starts the process. After a question has been generated, research and data collection are done to help find a solution or make a plan of action. The plan of action is implemented and monitored to track outcomes. If the need for adjustment is realized, there is the posing of a new question to address the new findings. The plan is revised and re-implemented. This process of questioning, data collection, implementation, and reflection is repeated in a spiral until an acceptable solution is found. The spiral format lends itself to constant scrutiny and always leaves room for the attainment of new knowledge.

I would use action research as a means of improving my teaching methods. I believe it would also be beneficial to address as yet unidentified campus-related problems. My first project will be either a look at the benefits of using social networks in the school or how using social networks will improve student's ethical use of the internet.

Course Reflections

Envisioned Outcomes

I really did not envision outcomes from the onset. I entered into the course simply ready to go back to school; ready to resume institutional learning; to acquire a master’s degree. The first week of the course is when I began to think of goals. Prompted by the intense self-evaluations and assorted online assessments, I began to realize there was a lot I had to learn. I went back and took another look at the learning outcomes. The outcomes posted in the syllabus were clear and I understood where I needed to go. I aligned my goals to those of the course. As time moved on, I began to understand the need for the first week’s self-evaluations. I believe I have accomplished those outcomes with the exception of one I feel I have not adequately mastered.  I’m still at the onset of my knowledge acquisition, but have made progress toward what I want to eventually be able to do.

Outcome Relevance

The outcomes I achieved are very much relevant to the work I do in my school. As a fifth grade language arts and social studies teacher (another change), there will be a multitude of instances where I will be able to implement what I have learned so far. In fact, we may not have a designated technology person at my campus due to budget cuts, so I may be asked to fill in when and where a tech person may be needed. I will be an asset to the campus in more ways than I envisioned. I will be able to promote the use of technology for teaching and for professional development while furthering my technical abilities. My newly acquired knowledge will enable me to share ways for teachers to be more productive, teach using twenty first century skills, communicate more efficiently, and stay abreast of news and updates pertinent to our mission of teaching.

Unachieved Outcome

There is one outcome I do not feel as if I achieved. I do not believe I have acquired enough knowledge regarding the providing of and supporting of campus technology infrastructure and digital service. I have learned of the need for digital service and technology infrastructure but do not know what goes into supporting it. I may be mistakenly thinking in terms of the physical aspects of the service and infrastructure. If that’s it then based on what I have learned my best guess for provision would be to first survey, assess, and record the use of technology to ascertain recognizable needs. Then acquire funding from available sources to install or improve the infrastructure and digital service. If it’s the human component, then that would involve all parties with a vested interest contributing to the success a program. There is undoubtedly something I missed or did not quite understand.  Time certainly played a factor in not fully understanding this concept. I hope to be able to revisit it for clarification.

Course Assignments

I was successful in carrying out the course assignments. There was a time during the first week when I came to the conclusion that there was no way I would be able to submit the assignments on time. Personal problems and limited expertise with Web 2.0 tools were my nemesis. I was saved by a lenient professor who put a premium on family matters and granted an extension. Once the first week and my extension were over, I was faced with only four days to complete the second week’s assignments. Through tears, curses, and a supportive partner, I managed. Week three provided no let-up to the long list of ‘to dos’. But, I was on a roll and even managed to finish up by the fifth day rather than the seventh. The fourth week was filled with lots to do but manageable. Week five arrived with surprise, more intense assignments. As I type this I am calculating how much time I have left to complete this week’s assignments.

Learned

This course opened my eyes to just how ignorant I was to what’s going on in the world of technology. While I prided myself on knowing quite a bit, probably because I knew more than my constituents, I was nearly blind. Mine eyes have been opened and will not be shut again. This course has taught me the need to stay abreast of all educational changes; to not focus on a particular subject area. No longer will I stick my head in the sand and only do what’s necessary to get by. In addition, my learning style has changed from logical and mathematical to a combination of kinetic and naturalistic. I’m not sure how this change in learning style will play out in this endeavor but I will find out. In times past, I have been told that I was a natural leader. I could never see it. I’m beginning to get glimpses of what others saw. In fact, I’m looking forward to the idea. I began this course with a goal of acquiring a master’s degree. I am now looking forward to the possibility of the greater contribution of leading in the field of education.