Action Research

What are the benefits of action research? What experiences do you have conducting research that could help you in this process? What questions do you have?

The benefits of action research vary greatly depending on who is conducting the study. Action research could produce benefits for a single classroom teacher, a collaborative group of teachers, a school-wide team, or a district-wide initiative. According to Eileen Ferrance, author of the "Action Research" brochure, the overall purpose of action research is for participants to examine their own educational practice systematically and carefully, using techniques of research. Some of the benefits I hope to reap as an individual teacher are: improvement of students' reading and writing skills, acquisition of additional strategies and techniques for effective teaching, and an overall sense of accomplishment for both the students and myself.

For the purposes of the EDCS 480 course and my own Action Research Project (which will focus on technology integration) I will work as an individual teacher and focus on a single issue within my classroom. The cycle of action research is key to measuring the success of the project and for promoting a positive change in the learning environment. The constant rotation of the five phases of inquiry: identification of the problem, collection and organization of data, interpretation of data, action based on data, and reflection is an invaluable, ongoing tool that is designed to focus on improvement rather than simply what is "wrong." Ferrance states, "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 impact students."

I have not yet had any formal experience with action research. I can say that I have collected a range of data in my classroom, including: journals, checklists, surveys, tests, self-assessments, and lots of samples of student work. I can also say that the method of an action research project reminds me strongly of the purposes of the PLCs (Professional Learning Communities) at our school and the process that we are currently exploring this year. I am looking forward to seeing the changes that will occur in my classroom through my own action research project.

Some of the questions I have about action research are:
1. Would there be a benefit to working with an outside agency as an individual classroom teacher? (For example, we are currently working with Edison Learning in our school.)
2. How long is the action research process? Is there ever a definitive end?
3. Could you have more than one action research project going simultaneously? (Individual project and collaborative project, perhaps?)

Stephen Corey, one of the first to use action research in education summed it up perfectly, "The disposition to study the consequences of our own teaching is more likely to change and improve our practices than is reading about what someone else has discovered of his teaching."

Integrating Technology

How can we purposefully integrate technology and design learning experiences to engage young adolescents?

Despite the fact that this is the age of technology, many of us (digital immigrants) have a difficult time with integration of technology. The SAMR model shows us the progression of technology integration within the classroom. 

I believe that lots of teachers are stuck in the "Substitution" or "Augmentation" phases due to restrictions on access to technology and lack of funding for devices for student use. According to the SAMR model, developed by Dr. Ruben Puentedura, the "Substitution" level provides "no functional change in teaching and learning." Examples would be using Google Earth to locate a place on a map instead of an Atlas or printing out worksheets for students to fill out and turn in. This is probably the most common level of the majority of teachers at this time.

The "Augmentation" level provides only some functional change and the presence of immediate feedback increases the level of student engagement. Examples of this are using Google Earth rulers to measure the distance between two points or creating a Google Form to administer a quiz. A handful of teachers have adopted this level of technology integration and are quite comfortable with the idea that they haven't completely given control of instruction to the students. I must admit that this is about as far up the SAMR scale as I have gone.

The "Modification" and "Redefinition" levels are for serious users and integrators of technology. It amazes me that there are entire schools out there such as New Milford High School in Bergen County, New Jersey, who have achieved the "Transformation" levels of the SAMR model and wholeheartedly embrace the concept of total technology integration. 

In the article "Students using Cell Phones in Class? It's Happening Right in Bergen County!" Eric Sheninger, principal of New Milford High School states, "bringing your own devices to school has demonstrated a dramatic increase in student productivity." He and his teaching staff have implemented a BYOD (Bring Your Own Devices) plan in which students are allowed to bring in their own devices and teachers are free to decide how best to utilize this technology within their classrooms.

Personally, I believe this shift in thinking is a positive way to move forward in the inevitable progression of technology integration. I am inspired to create a plan to discuss ways in which my school can move higher up the SAMR model as a whole, in order to increase student achievement. As Dr. Puentedura states, "While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement."

Digital Citizenship

Why is it important to educate young adolescents about digital citizenship?

It is an essential question to consider as a 21st Century Educator with the responsibility to teach digital natives how to filter through and competently utilize the technology of today. As Holly Clark states in her article "How To Tackle Digital Citizenship During the First 5 Days Of School," digital citizenship education is necessary for all users of technology regardless of age or grade level. As a teacher, I tend to dislike this faucet of technology education the most, as it is tedious and sometimes even unpleasant. However, it is probably the most important foundation students will acquire to effectively use technology in (as well as out of) the classroom.

Some of the major concerns in this time of cyber-space acclimation are bullying, trolling, freedom of speech, and online privacy. Clark reminds us that when allowing students to access virtual environments, students' must be extremely aware of their reputation as they "CONSTRUCT their own personal brand." Digital communication and etiquette are of vital importance and cannot be compromised, whether it be in a formally submitted assignment or a simple reply to a post. "Anytime you give people the freedom to speak, there's always the chance that they could abuse that ability," reveals Andy Sellars in the YouTube video "Bad Behavior Online: Bullying, Trolling & Free Speech." Additionally, Sellars proclaims that the key to digital citizenship is getting people to realize how their words affect not only themselves, but those around them as well. Be it in "real life" or in the virtual world.

The nine elements of digital citizenship, broken down into the concepts of Respect, Educate and Protect (REP), can help us as educators to organize and present the essential information on how to establish and maintain proper use of technology in the 21st Century. In addition, the idea of creating a solid and binding Acceptable Use Policy along with my students will help them to understand the terms and importance of proper technology use.

I firmly believe that as educators, it is our responsibility to our students not only to provide the means to access the wealth of information this age of technology allows, but also to prepare them for the repercussions that access may expose them to. By presenting the idea of digital citizenship as a means of prevention, much like an anti-drug campaign, the hope is that students will adhere to caution and heed our sound advice. It is not likely that we can protect all students at all times from the dangers the digital world holds. However, it is our duty to try.