EDLD+5301+Activity+Reflection

//This course was added as an extra reflection of my course embedded assignments.//  **Course-Embedded Assignments**
 * 1) //Students engage in identifying an action research topic(s) or research questions and designing a draft action research plan completing a recommended template or format of a blueprint of the action research plan. -- 8 hours//
 * 2) //Students review comments from colleagues and site supervisors and engage in revising their draft action research plan. By the end of Week 5, students should confer with their site supervisor(s) and agree on an action research topic and plan. -- 8 hours//

**Reflection**

**Self –Assessment**

Research conjures up visions of index cards, thesis statements and controlled environments; however, this class has changed my perception of what “Action Research” is and its benefits for the classroom and campus. From Ms. Dana, I have come to understand the meaning of action inquiry and how it helps one to grow professionally (2010). She breaks down the process and explains each step in easy to understand language. For me, I came to understand why being concise and clear is important to the process. Since I had no idea of how to begin the process, Ms. Dana’s list of stages make it much easier. Pairing her steps with “//Examining what we do to improve our school: 8 steps from analysis to action//” (Harris, Edmonson & Combs, 2010), made the perfect blue print for me to create my action plan. After outlining my action plan using the SIP form found in the resources folder, I used the eight step (Harris, Edmonson & Combs, 2010) to review and analyze my plan. With both these forms, I believe I have a strong start to my inquiry.

The differences between action research and what I always considered research is well described in Ms. Dana’s text. Where traditional research is done by people “outside” what is being studied and the, action research uses people that are involved in the environment and the “action.” Traditional research can be classified as one of two paradigms: “process-product” or “qualitative/interpretive” (Dana, 2010, p. 4-5). In both of these paradigms, the principal is the person putting the plan into place and ensuring the fidelity of the process. The principal does not have a say in the making of the plan or even input on what the problem might be; these parts are completed by people who are outside of the environment and have no first hand knowledge of the problem. With action research (principal inquiry), the principal looks at his/her campus and poses an inquiry about his campus. He/she will then process to collect information about the problem and with the help of others on campus, design a plan to help solve the problem. The principal in this case is a full participant in the inquiry, plan and solution. The expected result for principals is a powerful principal professional development tool (Dana, 2010, p. 3).

With this description of action research it was apparent that I had control over what I wanted to improve and my professional development as I worked through the process. I had to look deeply into what I was passionate about for improving the students’ achievement and the campus. I realized I had several passions for improving overall campus achievement but as a teacher I did not have the responsibility or position to implement any improvements. As a Campus Instructional Technologist, several of these improvements coincide with many of my responsibilities and I an now able to begin using action research to implement these plans.

**Learn as a Learner**

I began my first assignment of finding an Action Research topic by making a list of “technology” related ideas that I had been eager to work on with the teachers. By making a list of these ideas along with a rationale of why and how they may help improve student achievement, I was able to really see what was going on in my head. I reviewed the list with my colleagues at work and in the cohort to find out what they thought and asked for input about my ideas. Their input was valuable as a way of checking / validating my thoughts and many times, helping me to clarify both the idea and rationale for them. Once the list of main inquiries was refined, I made a list of secondary inquiries or goals that may result from pursuing each one. It is this list that I took to both my campus mentor and site mentor.

From this list, we all agreed on one of the inquiries for me to use as part of my internship: //How can the inclusion of ePortfolios in advanced English IV classes help develop students’ life long learning skills and improve student success in English IV?//With the wording of the inquiry finalized, I began to create the blueprint for the action research. From this point, the input from the cohort members, campus colleagues and mentors was invaluable. They were there to help with ideas, suggestions and support as my plan developed.

**Lifelong Learning Skills**

One of the most telling lessons was that action research can be done for anything that I wonder or question. Know this, I can see myself using the action research to look at new technologies and how they may impact the teachers, students and the campus as a whole. An analogy that Phil Schlechty uses in his book, “Working on the Work” (2002), is that there are several different types of teachers, two of which would help me in the challenge of helping teachers incorporate technology into the curriculum. The two types are pathfinders and pioneers.

The pathfinders are the people who are willing to go and seek new ideas. These would be the teachers I would invite to participate in action research of using new technologies in the classroom with students. In participating in the action research, both the teacher and I would grow professionally. The second type is the pioneer. These people are the ones that know that the path is safe and will follow behind the pathfinders because the way has proven “safe.” Once the pathfinders are successful in using technology with the students, pioneers will usually come on board with using it. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Working with the staff in this manner will help me grow professionally as a technology leader. The teachers and students will also benefit as they find success (or in some cases failure) during the action inquiry. Even in failure we can be successful, we will know what did not work and go back revise and improve on the plan.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Dana, N. F. (2010). //Leading with passion and knowledge//. Thousand Oaks, CA: Sage.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Harris, S, Edmonson, S., and Combs, J. (2010). //Examining what we do to improve our schools: 8 steps from analysis to action.// Oakland, CA. Eye on Education.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Schlechty, P. (2002). //Working on the work: An action plan for teachers, principals, and superintendents//. San Francisco, CA. Jossey-Bass, A Wiley Company.