EDLD 5364 - March 4th Web Conference Reflection

The web conference on March 4^th had some technical difficulties.  Professor Cummings had issues with picture and sound.  She came in and out throughout the portion I was logged on for.  I was logged on for about a half-hour and then logged off.  During the conference some students asked questions about next week’s assignment.  However, I don’t think those questions were answered.  Unfortunately the web conference was not that productive.  Maybe the issues were resolved, and I will need to ask other classmates that attended about the outcome.  While technology is great and can connect people from around the world, it can still fail us.  Hopefully next conference will go more smoothly.

EDLD 5364 - Week 1 Reflection

There where many things that I learned this week about the benefits technology has on learning.  Technology can increase student understand and achievement.  It can also increase student motivation, encourage students to collaborate with each other, and develop critical thinking skills.  Technology also allows teachers to differentiate instruction and meet the needs of students more effectively (Pitler et. al, 2007, pp. 3).  

In addition there were several learning theories that were discussed in the videos and readings.  These theories are constructivism, connectivism, and Cyborg learning.  In constructivism learners build knowledge on past or current knowledge.  In this approach students think about what they already know on a topic, search for new information, and then collaborate with others to solve a problem or gain new understanding (Solomon & Schrum, 2007, pp.38).  In connectivism a learner makes connections to individuals and to sources of information to gain knowledge (Siemens, 2009).  According to Siemens (2009) “knowledge exists external to an individual, that it is a function of a network itself.”  Siemens also states that knowledge is rapidly evolving and to stay current we must keep the connections we have with individuals and our current network (Siemens, 2009).  In Cyborg learning, technology is used to enhance learning (Warlick, 2009).  Cyborgs are a combination of both human and machine.  According to this theory, what we know will become less useful, but it will be more important to teach students how to learn (McPheeters, 2009, p. 2).Warlick believes the Cyborg learning will evolve into a chip implanted in the brain where an individual can download and access the information they need (Warlick, 2009).

Abbott, J. (nd).  Building Knowledge:  Constructivism in Learning. Youtube.com. Retrived on Oct. 5, 2009 from http://www.youtube.com/watch?v=F00R3pOXzuk

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School (Expanded edition). Washington, D.C.: National Academy Press. Online at http://books.nap.edu/openbook.php?record_id=6160&page=194

McPheeters, D. (2009, March). Social Networking Technologies in Education, Tech and Learning. Retrieved August 8, 2009 from http://www.techlearning.com/article/16250

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Siemens, G. (nd).  The Changing Nature of Knowledge. Youtube.com. Retrived on Oct. 5, 2009 from http://www.youtube.com/watch?v=YMcTHndpzYg

Sprague, D. & Dede, C. (1999). If I teach this way, am I doing my job: Constructivism in the classroom. Leading and Learning, 27(1). Retrieved January 28, 2011 from the International Society for Technology in Education at http://imet.csus.edu/imet9/280/docs/dede_constructivisim.pdf

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.

Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. http://www.sedl.org/pubs/tec26/intro2c.html

Warlick, K. (nd).  Cyborg Life. Youtube.com. Retrived on Oct. 5, 2009 from
            http://www.youtube.com/watch?=RB_l7SY_ngI

EDLD 5301 - Week 5 Reflection

The course EDLD 5301 – Research for Teachers was very helpful in creating my action research project.  The readings, assignments, lectures, blogs, and discussions allowed me to focus on the necessary parts of my project so that I could develop a complete project from beginning to end.  I found it important to map out each stage toward my goal. 

The assignments that I found the most useful were the week three assignments.  While earlier assignments were helpful for looking at different types of topics for action research, I had a few ideas already developed before the course began.  This information will be helpful for developing future research topics though.  The week three assignment helped me map out my action research and have clear defined steps for each part of my research.

The Tool 7.1 Action Planning Template from the Harris et. al. text was very useful in planning my action research project. Having a document that includes the goal will help me stay focused my intended purpose. It also helped define the people responsible for tasks, time line, resources needed and an evaluation for each step of my action research (Harris et. al., 2010, p. 85).

Comments made by Jennifer Wilkins Colvin about my action research project to my blog were also very helpful.  She stated that I should also include a list of shared technology equipment when I was compiling available classroom equipment (J. Wilkins Colvin, 2012).  This will help give me a greater idea of what equipment is available and how it can be used for classroom use.  It will also make it clear what needs to be purchased and updated.   

The Dana text had several good ideas for sharing your work with others.  Some of the suggestions are for oral presentations both formal and informal.  The text also described ways to share your work, such as blogs (Dana, 2009, pp. 141 – 155).  My blog will be very helpful to keep track of the steps of my research and allow others to follow my progress.

The weekly discussion board was also very helpful to direct the planning of my action research project.  Suggestions from classmates were very helpful in defining the steps that I need to take and adjustment I needed to make to my project.  It was also interesting to see what others were doing their research on.  Many of the projects will be interesting to follow and see the results of.  The results of their projects may lead to wonderings about my own school.

In all I feel that I learned a great deal from this course.  I had ideas about what I wanted to do my research project on.  The course helped me narrow my questions to: What are the technology proficiency levels of the teachers in my school and how do they use technology in their classrooms? and How can this information be used to facilitate the professional growth of teachers in the area of technology?  From this course I have fine tuned and mapped out my project from beginning to end.  Even though I could run into some problems in my project, I feel that I this course has given me the tools to deal with any that arise.  I know I am going to do a better job because of what I have learned.

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

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

Heck, Robert. (2012, February 7). Tool 7.1 Action Planning Template [Web log post]. Retrieved from  http://heckedtech.blogspot.com/2012/02/tool-71-action-planning-template.html

J. Wilkins Colvin. (2012, February 12). Re: 7.1 Action Planning Template [Web log comment]. Retrieved from http://heckedtech.blogspot.com/2012/02/tool-71-action-planning-template.html

EDLD 5301 Week 4 Reflection

I feel that my action research plan has been well thought out and developed throughout the past few weeks.  Through talks with my site supervisor and looking at the many examples from others within this class and throughout our readings, I think I have developed a plan that has purpose and is able to be completed.  Time will tell if I have thought of all the little details that might strengthen or cause problems during my research.

EDLD 5301 Week 3 Reflection

I feel that this week I have gotten more clarity for my research and firmer foundation of what I want to accomplish.  Through discussions with colleagues in my school and my principal I feel like I am moving in the right direction.  In addition with complications many teachers are still having with some of the grade management software, I feel that I made a good choice of topic.

Tool 7.1 Action Planning Template

Action research plan using the using the Tool 7.1 Action Planning Template (Harris et al., 2010, p. 85):

Tool 7.1 Action Planning Template
Goal:  Determine the technology proficiency levels of teachers at Middle Township High School.  Determine how teachers at Middle Township High School use technology in the classroom.  Use the data collected to develop professional growth activities related to technology.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1.    Survey teachers to determine technology proficiency levels.	Myself	April 2, 2012 – April 27, 2012	Survey containing enough questions to determine technology proficiency level.	Activity will be completed when teachers hand in their surveys and the data is processed.
2.    Survey teachers to determine how they use technology in their classrooms.	Myself	April 2, 2012 – April 27, 2012	Survey containing enough questions to determine how teachers are using technology in their classrooms.	Activity will be completed when teachers hand in their surveys and the data is processed.
3.    Examine the data from the OnCourse lesson plan system to determine what technology standards are being met and which ones are not.	Myself Richard Falletta, Principal – to retrieve data from OnCourse	April 2, 2012 – April 27, 2012	OnCourse standards report for technology standards.	Activity will be completed when the data is evaluated determining what standards are being met and which have not been met.
4.     Physically examine the classrooms, taking an inventory of available technology equipment to determine what is available to teachers for classroom use.	Myself	April 2, 2012 – April 27, 2012	Access to classrooms and their equipment.	Activity will be complete when all classrooms have been examined and a list in compiled.
5.    Obtain and examine the schools technology equipment inventory.	Myself Debby Dalfonso, Dept. Head, Technology and the Arts Dept. – to obtain inventory	April 2, 2012 – April 27, 2012	Inventory of schools technology equipment.	Activity will be completed when inventory is examined and compared to physical examination of rooms to determine accuracy.
6.    Present data to help develop activities for teacher professional growth in the area of technology.	Myself School Administrators Department Heads Teachers	April 30, 2012 – June 15, 2012	Data collected throughout research.	Activity will be completed when data is presented to building administrators and department heads and areas of need are determined.  The information  will then be used to plan and develop activities for professional growth.
Examining What We Do to Improve Our Schools  Sandra Harris, Stacey Edmonson, Julie Combs © Eye On Education

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

Steps for Action Research Plan

1. Setting the Foundation – Through meetings with my school principal we decided the technology proficiency level of the teachers in our school was an important topic to look into.

2. Analyzing data – Through active listening I discovered that there were varying technology proficiency levels of teachers in my school. Some teachers were still struggling with the use of different technologies and while there has been initial training, little follow up training has been conducted.

3. Developing deeper understanding – Through discussions with staff members I gained a deeper understanding of the differing technology levels of teachers. I also looked at literature that addresses teacher technology proficiency levels and strategies to improve it.

4. Engaging in Self-Reflection – Through self reflection I asked myself the following questions:
In what ways can determine the technology proficiency levels of teachers benefit my school?
What will this information lead to?
Does proficiency level have a significant impact on the use of technology in the classroom?
Does proficiency level have an impact on other areas or individuals in the school?
Will teachers be receptive to surveys about their technology proficiency levels and classroom use of technology?

5. Exploring Programmatic Patterns – Through discussions with my principal and other teachers, I realized that I needed to have a greater purpose than just finding the technology proficiency levels of teachers. I discovered that I also needed to find how teachers also use technology in their classrooms and use the information I collected to identify areas in need of improvement.

6. Determining direction – Through discussions and initial inquiry I developed the questions: What are the technology proficiency levels of the teachers in my school and how do they use technology in their classrooms? and How can this information be used to facilitate the professional growth of teachers in the area of technology?

7. Taking action for school improvement – Using Tool 7.1, I mapped out the steps I will take to complete my research.

8. Sustaining improvement – I will evaluate the impact of my action research and look for ways to continuously improve the culture of technology development in my school.


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

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.