Friday, August 6, 2010
Week Four
My inquiry is already a source of emphasis for my district and campus. As such, my site supervisor readily agreed to my topic. She and I have been in close contact through out the duration of this course. I have sought her advice and approval in almost every step of this process. Due to the fact the changes to my plan are minimal. We meet and discussed the final form on the project at 8:30 am on Friday August 6, 2010. My supervisor had only five recommended changes. The first change suggested was in the area of research tools. I had listed that a primary tool for collecting data would be student surveys. I included that parental approval would be sought prior to the administration of the surveys. My supervisor felt there was no need for shuch approval. She recommended that I remove that line. I have removed it accordingly. Changes two, three, four, and five all occurred in the area of monitoring achievement. My Supervisor asked that I add four new criteria for evaluating the progress toward our goal. She requested that we monitor retention rates in AP courses from year to year. Students often choose to leave AP course following their freshman year. She wanted to target that lose. She also wanted to measure the number of students that were enrolled in multiple AP classes. She wanted to gauge fluctuation for both positive and negative movement. Further, she wanted to monitor “drop” rates in AP course. Students are allowed to drop an AP course after the first six weeks. Again she wanted to to gauge positive and negative fluctuations. Final, she wanted to evaluate the new number of students that take the course and do not take the actual AP Exam. She suggested that, that might be an indicator of long term commitment to the AP program.
Friday, July 30, 2010
Week Three Posting of Inquiry
Inquiry Topic: Why are enrollment rates of African American and Latino males in AP classes lower than the at large population? What can we do to correct that issue?
• Goals and objectives/outcomes of the research investigation:
The goal is simple to state yet difficult to attain. The goal would be increased enrollment among African American and Latino males within our AP classes. In specific, that our percentage of participation and achievement would mirror the at-large population trends. That is to say, on my campus African American and Latino males comprise approximately 15% of our population. In turn, that number should be mirrored in AP enrollment. At least 15% of our enrollees in AP courses should be among the target group.
• Activities designed to achieve the objectives:
Through the course of the inquiry, forces that contribute to lower enrollment rates should be actively identified. Correction plans should be formed and implemented. Further, students that are prime candidates should be identified and encouraged to enroll.
• Resources and research tools needed for data gathering:
Analysis of student performance results, TAKS, would serve as the beginning step. Students that attained Commended Performance would then be cross-checked against AP enrollment. Students that had attained Commended Status and were not enrolled in AP classes would be surveyed and interviewed, pending parental approval. Surveys and interviews would seek to identify causal factors that inhibited student enrollment.
• Draft timeline for completion or implementation of activities:
Due to the fact that we are a new campus, research will be delayed slightly. Research will begin by mid September of 2010 and will be concluded by mid October of 2010. Implementation would begin as soon as approved. Particular attention should be given to implementation prior to spring registration for the 2011-2012 school year.
• Persons responsible for implementation of the action research plan:
I will assume major responsibility for the research. I will require the assistance of our Lead Counselor K.C. Further I will acquire assistance and continued approval from my supervisor Karen Kraft.
• Process for monitoring the achievement of goals and objectives:
An initial indication of success will be participation in the survey or interview process. If students are unwilling to participate it will be difficult to affect any change. Second, the rate of enrollment will be a strong evaluator of success. Final achievement on the exam or at least a willingness to attempt the exam will be our final indicator.
• Assessment instrument(s) to evaluate the effectiveness of the action research study:
Again, enrollment statistics are likely the single greatest evaluator of the inquiry’s success. As a second evaluative tool, AP Exam scores and AP Exam participation rates would further validate success or failure.
• Goals and objectives/outcomes of the research investigation:
The goal is simple to state yet difficult to attain. The goal would be increased enrollment among African American and Latino males within our AP classes. In specific, that our percentage of participation and achievement would mirror the at-large population trends. That is to say, on my campus African American and Latino males comprise approximately 15% of our population. In turn, that number should be mirrored in AP enrollment. At least 15% of our enrollees in AP courses should be among the target group.
• Activities designed to achieve the objectives:
Through the course of the inquiry, forces that contribute to lower enrollment rates should be actively identified. Correction plans should be formed and implemented. Further, students that are prime candidates should be identified and encouraged to enroll.
• Resources and research tools needed for data gathering:
Analysis of student performance results, TAKS, would serve as the beginning step. Students that attained Commended Performance would then be cross-checked against AP enrollment. Students that had attained Commended Status and were not enrolled in AP classes would be surveyed and interviewed, pending parental approval. Surveys and interviews would seek to identify causal factors that inhibited student enrollment.
• Draft timeline for completion or implementation of activities
Due to the fact that we are a new campus, research will be delayed slightly. Research will begin by mid September of 2010 and will be concluded by mid October of 2010. Implementation would begin as soon as approved. Particular attention should be given to implementation prior to spring registration for the 2011-2012 school year.
• Persons responsible for implementation of the action research plan
I will assume major responsibility for the research. I will require the assistance of our Lead Counselor K.C. Further I will acquire assistance and continued approval from my supervisor Karen Kraft.
• Process for monitoring the achievement of goals and objectives
An initial indication of success will be participation in the survey or interview process. If students are unwilling to participate it will be difficult to affect any change. Second, the rate of enrollment will be a strong evaluator of success. Final achievement on the exam or at least a willingness to attempt the exam will be our final indicator.
• Assessment instrument(s) to evaluate the effectiveness of the action research study
Again, enrollment statistics are likely the single greatest evaluator of the inquiry’s success. As a second evaluative tool, AP Exam scores and AP Exam participation rates would further validate success or failure.
• Goals and objectives/outcomes of the research investigation:
The goal is simple to state yet difficult to attain. The goal would be increased enrollment among African American and Latino males within our AP classes. In specific, that our percentage of participation and achievement would mirror the at-large population trends. That is to say, on my campus African American and Latino males comprise approximately 15% of our population. In turn, that number should be mirrored in AP enrollment. At least 15% of our enrollees in AP courses should be among the target group.
• Activities designed to achieve the objectives:
Through the course of the inquiry, forces that contribute to lower enrollment rates should be actively identified. Correction plans should be formed and implemented. Further, students that are prime candidates should be identified and encouraged to enroll.
• Resources and research tools needed for data gathering:
Analysis of student performance results, TAKS, would serve as the beginning step. Students that attained Commended Performance would then be cross-checked against AP enrollment. Students that had attained Commended Status and were not enrolled in AP classes would be surveyed and interviewed, pending parental approval. Surveys and interviews would seek to identify causal factors that inhibited student enrollment.
• Draft timeline for completion or implementation of activities:
Due to the fact that we are a new campus, research will be delayed slightly. Research will begin by mid September of 2010 and will be concluded by mid October of 2010. Implementation would begin as soon as approved. Particular attention should be given to implementation prior to spring registration for the 2011-2012 school year.
• Persons responsible for implementation of the action research plan:
I will assume major responsibility for the research. I will require the assistance of our Lead Counselor K.C. Further I will acquire assistance and continued approval from my supervisor Karen Kraft.
• Process for monitoring the achievement of goals and objectives:
An initial indication of success will be participation in the survey or interview process. If students are unwilling to participate it will be difficult to affect any change. Second, the rate of enrollment will be a strong evaluator of success. Final achievement on the exam or at least a willingness to attempt the exam will be our final indicator.
• Assessment instrument(s) to evaluate the effectiveness of the action research study:
Again, enrollment statistics are likely the single greatest evaluator of the inquiry’s success. As a second evaluative tool, AP Exam scores and AP Exam participation rates would further validate success or failure.
• Goals and objectives/outcomes of the research investigation:
The goal is simple to state yet difficult to attain. The goal would be increased enrollment among African American and Latino males within our AP classes. In specific, that our percentage of participation and achievement would mirror the at-large population trends. That is to say, on my campus African American and Latino males comprise approximately 15% of our population. In turn, that number should be mirrored in AP enrollment. At least 15% of our enrollees in AP courses should be among the target group.
• Activities designed to achieve the objectives:
Through the course of the inquiry, forces that contribute to lower enrollment rates should be actively identified. Correction plans should be formed and implemented. Further, students that are prime candidates should be identified and encouraged to enroll.
• Resources and research tools needed for data gathering:
Analysis of student performance results, TAKS, would serve as the beginning step. Students that attained Commended Performance would then be cross-checked against AP enrollment. Students that had attained Commended Status and were not enrolled in AP classes would be surveyed and interviewed, pending parental approval. Surveys and interviews would seek to identify causal factors that inhibited student enrollment.
• Draft timeline for completion or implementation of activities
Due to the fact that we are a new campus, research will be delayed slightly. Research will begin by mid September of 2010 and will be concluded by mid October of 2010. Implementation would begin as soon as approved. Particular attention should be given to implementation prior to spring registration for the 2011-2012 school year.
• Persons responsible for implementation of the action research plan
I will assume major responsibility for the research. I will require the assistance of our Lead Counselor K.C. Further I will acquire assistance and continued approval from my supervisor Karen Kraft.
• Process for monitoring the achievement of goals and objectives
An initial indication of success will be participation in the survey or interview process. If students are unwilling to participate it will be difficult to affect any change. Second, the rate of enrollment will be a strong evaluator of success. Final achievement on the exam or at least a willingness to attempt the exam will be our final indicator.
• Assessment instrument(s) to evaluate the effectiveness of the action research study
Again, enrollment statistics are likely the single greatest evaluator of the inquiry’s success. As a second evaluative tool, AP Exam scores and AP Exam participation rates would further validate success or failure.
Friday, July 23, 2010
Week Two Reflection
Though much in week two was intriguing, it was the commonality in Dr. Chargoiss and Dr. Briseno that was most captivating. Both men had diverse suggested topics for inquiry. However, early in their statements they were both quick to address the importance of a data driven inquiry research model. Data driven operations and decision making were central themes in both interviews. Further there was cohesion in the area that data be used as predictive rather than prescriptive. That is to say that data be used to predict and address future problems rather than simply as a snapshot of past performance. This is an area that my district is embracing. In keeping with the Harris et al. (2009)analogy, a doctor might encourage a patient to lose unhealthy excess pounds rather than wait for high blood pressure to develop. In like fashion, a district may use data to diagnose problems in their students long before an unhealthy assessment score develops. Along the same line, common arguments were made in favor of using data generated in the decision making process. A decision made in the absence of validating data is likely little more than a personal agenda, regardless of the best of intentions. Further, appropriate data may increase stakeholder buy-in. As a final note, confidentiality was addressed by Dr. Chargois and Dr. Briseno. Care must be taken to ensure the anonymity of students and to ensure the proper disposal of survey material or other data collecting tools after research is completed. Obviously, I understood the importance of confidentiality on standardized test results. Due to my lack of experience in this area, I had given little thought on the appropriate disposal of survey results.
Harris, S., Edmondson, S, Combs, J., (2009). Examinig What We do to Improve Our Schools: Anaylsis to Action. Larchmont, NY.: Eye on Education.
Harris, S., Edmondson, S, Combs, J., (2009). Examinig What We do to Improve Our Schools: Anaylsis to Action. Larchmont, NY.: Eye on Education.
Friday, July 16, 2010
Danny On Action Research
The action model offers great promise in affecting change over the more traditional model. The traditional model may be flawed or at least incomplete due to the fact that much of the research is created by the academic elite rather than by on the ground educators. The traditional model is lacking in collaboration among educators and valuable stakeholders. It is a top down model rather that a model that solicits input from, as is described by Dana(2009) in Leading with Passion and Knowledge, “practitioners.” The action model encourages those “practitioners” on the “front lines” to identify and correct their own problems. Research generated by those “practitioners” that have assumed responsibility for their own campus needs is likely to have great buy-in. Further the research is likely to be local relevant research, not simply canned generic research. Additional those that will actually generate an action plan or solution to the problem will collect the research themselves. It may lead to a more clear understanding of the causes and nature of their specific need. Based in that research they may generate a “home grown” tailor made action plan, not a plan created by outsiders. Again, this self created plan may lend itself to greater buy-in. Additional, should the plan be found lacking, the creators of the plan are on site to tweak the plan. As a final word the book Leading with Passion and Knowledge by Nancy Dana cites work in Qualitative Studies in Education by J. Eliot. Eliot stated that true inquiry or action models are ongoing and spiraling (Dana, 2009, p.5).The identification problems or needs, research, detailed data analysis, action plan creation, and action plan implementation are perpetually in motion. Quality organizations will move from need to need carrying out the action model to address those needs.
Citation:
Dana, N.F., (2009). Leading With Passion and Knowledge: the Principal as Action Researcher. Thousand Oaks, CA:Corwin Press. 1-15.
How Blogs Are Useful To Administrators:
According to Leading With Passion and Knowledge by Dana (2009), blogs serve as a medium for “capturing thinking“(Dana. 2009, p. 87.). Such an open and flexible tool may also serve as an online diary or journal. This diary could in turn be used to facilitate real honest reflection.
Citation:
Dana, N.F., (2009). Leading With Passion and Knowledge: the Principal as Action
Researcher. Thousand Oaks, CA:Corwin Press.
Citation:
Dana, N.F., (2009). Leading With Passion and Knowledge: the Principal as Action Researcher. Thousand Oaks, CA:Corwin Press. 1-15.
How Blogs Are Useful To Administrators:
According to Leading With Passion and Knowledge by Dana (2009), blogs serve as a medium for “capturing thinking“(Dana. 2009, p. 87.). Such an open and flexible tool may also serve as an online diary or journal. This diary could in turn be used to facilitate real honest reflection.
Citation:
Dana, N.F., (2009). Leading With Passion and Knowledge: the Principal as Action
Researcher. Thousand Oaks, CA:Corwin Press.
Friday, December 18, 2009
Week 5 Assignment
1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
I had considered myself to be fairly technology progressive. Though I was unaware of Prensky’s term, I was keenly aware of the technology gap between my students and me. I had hoped to close the gap between my digital “Native” students and me. In my pre-course ignorance I had assumed that gap was relatively small. The gaps appear to be wider than I had envisioned.
Further, I had a goal of embracing some new technology. The technology I was willing to embrace was relatively modest. However, I have gained a keener understanding of new outlets, such as wikis and blogs that I had summarily dismissed as lacking much educational merit.
The course did align with my envisioned goals. However, it extended beyond my goals. In fact, it broadened my goals. I would never have considered a class blog prior to the course. Further, I viewed wikis with suspicion, not a vehicle for participation and structure-free expression.
2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
My goals are still valid and relevant but much too narrow. In retrospect my status as a digital immigrant blinded me. I lacked the educated vision to see that my goals were inadequate and woefully short-sighted. I had to reassess my status in the digital world. Yes, I use PPT, I allow my students to do internet projects, and in my classes we take notes on netbooks. However, as suggested by Niederhause my use of technology only “mirrored” my training. I was using technology as only a supplement for note taking and a substitute for library research. There was nothing new in my methods. The only difference between my teaching and the methods used by my instructors was that my students needed an electrical outlet. Now that I am aware of the greater gap, I must reinvent my goals. My new goals include appropriate use of a class blog, using wikis to collaboratively brainstorm answers to essay questions, and a class e-newsletter.
3. What outcomes did you not achieve? What prevented you from achieving them?
I did succeed in broadening my horizons. Further, I am open to new technologies that may facilitate a higher level of engagement among my “digital Natives.” Security issues still concern me. The articles on cyber-bullying and cyber-predators not only validated my fears but actually strengthened them. My greatest obstacle in opening the cyber gate wide is my fear of digital dangers. The opportunities are bountiful for positive, enriching learning experiences in the cyber world. Virtual field trips, online real time interviews with notable figures, video clips, musical clips, digital images of art, blogs and wikis are all amazing tools for my students. However, they all carry risk. I understand that through filters, comprehensive awareness program, prudent teacher and administrator supervision, and strong AUPs these risk can be minimized. I am not convinced that these risks can be eliminated. Until a time arises when the risks are completely blocked I will always view cyber assignments with a sense of apprehension.
4. Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was successful in carrying out my course assignments. Many of the assignments made me aware of gaps in my technology use. The blog was in particular an interesting activity that I had not experienced prior to this class. Further the quote system and posting comments to the discussion board forced me not only to read the articles but formulate opinions on the articles.
I was not prevented from completing my assignments, though I still have lingering doubts as to format of the Week 4 Activity. The wording of the assignment's instructions could be difficult to understand. I wasn’t always completely confident that I understood the required format or desired outcome of the assignment. Further, due to my lack of experience I found it difficult to create my blog page. Posting the Power Point to the blog was also a time consuming and difficult process. That having been said, I am glad that I now know how to do that. I can see great benefits to posting my class Power Points to a blog for my students to use as review study material. I also tried and failed to find a way to post charts to the blog. If there is a way to post a chart that would be most helpful.
5. What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I learned that I am a Digital Immigrant. I have fervent desire to be passable as a Native. I understand the gap that exists and I am determined to close it. In my student interviews, Student B said, “The difference is that you look in a book first and I look on the net first.” I understood her point. Five years ago she would have been correct. However, today this Immigrant would look to the internet first just like my Native student. I love what technology brings to the table. I think I have always been progressive in this area. However, this course opened my eyes to the fact that though I am willing to adapt to new technology uses, I lack two traits. I lack the knowledge and I lack the confidence. I was familiar with wikis and blog but saw no need to use them. I assumed that any value they had could be achieved by other mediums.
Finally, I lack the confidence. This problem is really two-fold. I lack the confidence to use new technology in front of my Native students. This could be embarrassing for an old Immigrant such as me. Nothing like crashing and burning in front of your whole class! I also lack the confidence that my students will always be safe. Whether its predators, purposeful misuse of technology by students or that occasional pop up that slips its way past the filter. I know that none of those dangers will surface while using their textbooks or reading packets. I need to have the same level of confidence with cyber assignments.
6. What is the educational value of blogs and blogging to the 21st century learner?
I am still debating this one. This was the most thought provoking topic of the course for me. I had summarily dismissed blogs as having zero academic creditability and zero academic use. However, in light of the compelling arguments presented by the authors and instructors, I have reassessed that previous opinion. I can see the value of a blog as an interactive study forum for my students. I can envision a scenario where a student could finish a group project and never need to meet face to face outside of school. Further, I am an AP teacher. My students tend to be highly motivated stress baskets. The night before a test I turn on my laptop and watch the e-mails roll in. The e-mails look like this: “OMG COACH!! What was the importance of the Constitution of 1791! Please help!!” Ironically, I often answer the same question multiple times. A blog could allow me to answer this question once and it would benefit multiple students. Blogs could also have collaborative value among educators. It might be a wonderful forum for lesson sharing and creative thinking.
7. What are the concerns of blogs and blogging in education?
My district does have blogs in use. Some of my peers use the medium regularly. I have content concerns. My greatest concerns can be summarized in two words: content and security.
In keeping with FISD policy I would be responsible for approving student posts. Inevitably this presents three problems: time, approving or disapproving content and ethical standards. As is the case with all teachers, time is a valuable commodity. Grades are due, four e-mails require immediate response, the faculty meeting is in ten minutes, and the dog is sick. It never ends! Will the blog become yet another obligation screaming for my time. Further, in FISD teachers must approve and then post student comments. If I feel that a blog should not be posted, will conflict arise with parents? For example, if the blog is not blatantly inappropriate yet lacks substance of purpose might a disgruntled parent interpret that as arbitrary censorship? Finally, will students maintain high ethical standards? Will the use appropriate documentation? Will this be another forum where I have to use our plagiarism software to prevent dishonesty and ethics violations?
Again, in keeping with FISD standards, blogs are to have individual student user names and pass codes. This does negate some security concerns. However, an inadvertent slip by a student could facilitate the transfer of that student’s user identification to inappropriate outside sources. That could become a serious issue.
8. How can you use blogging to communicate with school stakeholders?
Blogging could be an effective tool to disseminate information. Under ideal circumstances the blog could serve as an e-newsletter, a FAQs supplement, a student study guide, a tutorial system, and a teacher collaborative tool. The blog could be a replacement or at least a supplement to our campus newsletter. It could provide rapid updates for parents that need information for on-going activities. Blogs could also provide a current FAQ list. Our site does include a FAQ feature but often that material is dated. For instance, if volleyball season is over we don’t need ticket prices for volleyball listed as a frequently asked question. I blog could provide more immediate updates. Prior to tests I monitor my e-mail between 8 pm and 10 pm so that I can answer student questions as they study. I am often asked the same question multiple times by different students. A pre-test blog could allow me to answer a question once that would benefit multiple students. Further, that blog could allow online peer collaboration and tutoring. As a final thought, blogs could facilitate teacher collaboration. In my district we have begun this process. We do have a Social Studies teacher blog. It is in its formative stages but it is a beginning. The forum is replacing some meetings and allows lesson sharing.
I had considered myself to be fairly technology progressive. Though I was unaware of Prensky’s term, I was keenly aware of the technology gap between my students and me. I had hoped to close the gap between my digital “Native” students and me. In my pre-course ignorance I had assumed that gap was relatively small. The gaps appear to be wider than I had envisioned.
Further, I had a goal of embracing some new technology. The technology I was willing to embrace was relatively modest. However, I have gained a keener understanding of new outlets, such as wikis and blogs that I had summarily dismissed as lacking much educational merit.
The course did align with my envisioned goals. However, it extended beyond my goals. In fact, it broadened my goals. I would never have considered a class blog prior to the course. Further, I viewed wikis with suspicion, not a vehicle for participation and structure-free expression.
2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
My goals are still valid and relevant but much too narrow. In retrospect my status as a digital immigrant blinded me. I lacked the educated vision to see that my goals were inadequate and woefully short-sighted. I had to reassess my status in the digital world. Yes, I use PPT, I allow my students to do internet projects, and in my classes we take notes on netbooks. However, as suggested by Niederhause my use of technology only “mirrored” my training. I was using technology as only a supplement for note taking and a substitute for library research. There was nothing new in my methods. The only difference between my teaching and the methods used by my instructors was that my students needed an electrical outlet. Now that I am aware of the greater gap, I must reinvent my goals. My new goals include appropriate use of a class blog, using wikis to collaboratively brainstorm answers to essay questions, and a class e-newsletter.
3. What outcomes did you not achieve? What prevented you from achieving them?
I did succeed in broadening my horizons. Further, I am open to new technologies that may facilitate a higher level of engagement among my “digital Natives.” Security issues still concern me. The articles on cyber-bullying and cyber-predators not only validated my fears but actually strengthened them. My greatest obstacle in opening the cyber gate wide is my fear of digital dangers. The opportunities are bountiful for positive, enriching learning experiences in the cyber world. Virtual field trips, online real time interviews with notable figures, video clips, musical clips, digital images of art, blogs and wikis are all amazing tools for my students. However, they all carry risk. I understand that through filters, comprehensive awareness program, prudent teacher and administrator supervision, and strong AUPs these risk can be minimized. I am not convinced that these risks can be eliminated. Until a time arises when the risks are completely blocked I will always view cyber assignments with a sense of apprehension.
4. Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was successful in carrying out my course assignments. Many of the assignments made me aware of gaps in my technology use. The blog was in particular an interesting activity that I had not experienced prior to this class. Further the quote system and posting comments to the discussion board forced me not only to read the articles but formulate opinions on the articles.
I was not prevented from completing my assignments, though I still have lingering doubts as to format of the Week 4 Activity. The wording of the assignment's instructions could be difficult to understand. I wasn’t always completely confident that I understood the required format or desired outcome of the assignment. Further, due to my lack of experience I found it difficult to create my blog page. Posting the Power Point to the blog was also a time consuming and difficult process. That having been said, I am glad that I now know how to do that. I can see great benefits to posting my class Power Points to a blog for my students to use as review study material. I also tried and failed to find a way to post charts to the blog. If there is a way to post a chart that would be most helpful.
5. What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I learned that I am a Digital Immigrant. I have fervent desire to be passable as a Native. I understand the gap that exists and I am determined to close it. In my student interviews, Student B said, “The difference is that you look in a book first and I look on the net first.” I understood her point. Five years ago she would have been correct. However, today this Immigrant would look to the internet first just like my Native student. I love what technology brings to the table. I think I have always been progressive in this area. However, this course opened my eyes to the fact that though I am willing to adapt to new technology uses, I lack two traits. I lack the knowledge and I lack the confidence. I was familiar with wikis and blog but saw no need to use them. I assumed that any value they had could be achieved by other mediums.
Finally, I lack the confidence. This problem is really two-fold. I lack the confidence to use new technology in front of my Native students. This could be embarrassing for an old Immigrant such as me. Nothing like crashing and burning in front of your whole class! I also lack the confidence that my students will always be safe. Whether its predators, purposeful misuse of technology by students or that occasional pop up that slips its way past the filter. I know that none of those dangers will surface while using their textbooks or reading packets. I need to have the same level of confidence with cyber assignments.
6. What is the educational value of blogs and blogging to the 21st century learner?
I am still debating this one. This was the most thought provoking topic of the course for me. I had summarily dismissed blogs as having zero academic creditability and zero academic use. However, in light of the compelling arguments presented by the authors and instructors, I have reassessed that previous opinion. I can see the value of a blog as an interactive study forum for my students. I can envision a scenario where a student could finish a group project and never need to meet face to face outside of school. Further, I am an AP teacher. My students tend to be highly motivated stress baskets. The night before a test I turn on my laptop and watch the e-mails roll in. The e-mails look like this: “OMG COACH!! What was the importance of the Constitution of 1791! Please help!!” Ironically, I often answer the same question multiple times. A blog could allow me to answer this question once and it would benefit multiple students. Blogs could also have collaborative value among educators. It might be a wonderful forum for lesson sharing and creative thinking.
7. What are the concerns of blogs and blogging in education?
My district does have blogs in use. Some of my peers use the medium regularly. I have content concerns. My greatest concerns can be summarized in two words: content and security.
In keeping with FISD policy I would be responsible for approving student posts. Inevitably this presents three problems: time, approving or disapproving content and ethical standards. As is the case with all teachers, time is a valuable commodity. Grades are due, four e-mails require immediate response, the faculty meeting is in ten minutes, and the dog is sick. It never ends! Will the blog become yet another obligation screaming for my time. Further, in FISD teachers must approve and then post student comments. If I feel that a blog should not be posted, will conflict arise with parents? For example, if the blog is not blatantly inappropriate yet lacks substance of purpose might a disgruntled parent interpret that as arbitrary censorship? Finally, will students maintain high ethical standards? Will the use appropriate documentation? Will this be another forum where I have to use our plagiarism software to prevent dishonesty and ethics violations?
Again, in keeping with FISD standards, blogs are to have individual student user names and pass codes. This does negate some security concerns. However, an inadvertent slip by a student could facilitate the transfer of that student’s user identification to inappropriate outside sources. That could become a serious issue.
8. How can you use blogging to communicate with school stakeholders?
Blogging could be an effective tool to disseminate information. Under ideal circumstances the blog could serve as an e-newsletter, a FAQs supplement, a student study guide, a tutorial system, and a teacher collaborative tool. The blog could be a replacement or at least a supplement to our campus newsletter. It could provide rapid updates for parents that need information for on-going activities. Blogs could also provide a current FAQ list. Our site does include a FAQ feature but often that material is dated. For instance, if volleyball season is over we don’t need ticket prices for volleyball listed as a frequently asked question. I blog could provide more immediate updates. Prior to tests I monitor my e-mail between 8 pm and 10 pm so that I can answer student questions as they study. I am often asked the same question multiple times by different students. A pre-test blog could allow me to answer a question once that would benefit multiple students. Further, that blog could allow online peer collaboration and tutoring. As a final thought, blogs could facilitate teacher collaboration. In my district we have begun this process. We do have a Social Studies teacher blog. It is in its formative stages but it is a beginning. The forum is replacing some meetings and allows lesson sharing.
Sunday, November 29, 2009
Saturday, November 28, 2009
STaR Chart
The Educational Preparation and Devolpment is an area of great concern. This area is a measurement of SBEC criteria for teachers, technology centered education for educators and students, Technolgy TEKS compliance and amount of budget dedicated to technology. To reach the Target rate the following must be achieved: regular and consistent use of technology in the learning process, 100% SBEC compliance, and 30% of the budget must be dedicated to technology.(STaR Chart)
On my local campus and at the state level only modest gains have manifested. My campus has maintained an Advanced Tech rating for three years. We have posted a two point Key Area Total gain. Even more modest gains were recorded at the state level. In 2006-07, 8.2 percent of measured schools were rated as Early Tech. A year later the percent had dropped to 5.4. In actuality, the number of Developing districts regressed over the years. In keeping with the theme of modest gains, according to the Department of Education the regression was negligible at .2%. This area continues to be a challenge. In keeping with that theme modest gains were reported by the US Department of Education in the area of NCLB. According to their 2008 data 70% of schools made Acceptable Yearly Progress and student gains were present. There was significant monetary cost attached to NCLB, $24.4 billion. (ED.gov)
Educational Development and Preparation is so vital. Steps to foster development in this area is critical. Factors that could foster improvement would include: priority in budgeting, up to date technology, and relevant teacher training. Budgets are often tight. The local, state, and national policy makers must embrace the need to fund technological development among educators. Naturally, the twenty to thirty percent discussed in the STaR Chart is an expensive outlay. However, educators must not only have access to technological resources but also the training and know how to use those tools effectively. The impact this will have on today's techno-learners is well worth the cost and the effort. Technology advances at such a rapid pace. Today's cutting edge computer is tomorrow's paper weight. Districts must understand that technological improvement is not a once and done proposition. It is ongoing and is never completed. Educators must be flexible and open to new advancements that will enable greater student success.
On my local campus and at the state level only modest gains have manifested. My campus has maintained an Advanced Tech rating for three years. We have posted a two point Key Area Total gain. Even more modest gains were recorded at the state level. In 2006-07, 8.2 percent of measured schools were rated as Early Tech. A year later the percent had dropped to 5.4. In actuality, the number of Developing districts regressed over the years. In keeping with the theme of modest gains, according to the Department of Education the regression was negligible at .2%. This area continues to be a challenge. In keeping with that theme modest gains were reported by the US Department of Education in the area of NCLB. According to their 2008 data 70% of schools made Acceptable Yearly Progress and student gains were present. There was significant monetary cost attached to NCLB, $24.4 billion. (ED.gov)
Educational Development and Preparation is so vital. Steps to foster development in this area is critical. Factors that could foster improvement would include: priority in budgeting, up to date technology, and relevant teacher training. Budgets are often tight. The local, state, and national policy makers must embrace the need to fund technological development among educators. Naturally, the twenty to thirty percent discussed in the STaR Chart is an expensive outlay. However, educators must not only have access to technological resources but also the training and know how to use those tools effectively. The impact this will have on today's techno-learners is well worth the cost and the effort. Technology advances at such a rapid pace. Today's cutting edge computer is tomorrow's paper weight. Districts must understand that technological improvement is not a once and done proposition. It is ongoing and is never completed. Educators must be flexible and open to new advancements that will enable greater student success.
Sources:
Mapping Americas Progress 2008, Retrieved November 28, 2009, from ED.gov, US Department of Education
starchart.esc12.net
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