PSA Project

Our team was effective in the pre-production stage of our project by quickly brainstorming ideas about what our PSA topic would be. We also signed up for jobs and set due dates for each part of the production project. One member went missing for the production and post-production process.
During the production phase there was some confusion about who would actually be shooting video footage and so there was some delay in production as we quickly had to reassign some jobs. The shot and editing selection was changed various times since the limit was 60 seconds and we had plenty of footage between MJ and me. Choosing the shots was difficult to say the least. MJ had taken some footage with one type of toothbrush and I had to take footage with another toothbrush. To keep the video consistent, I had to eliminate the footage MJ had taken. I did not want her to think all of the work she put into taking footage was a waste, but it did not fit. Now I realize what some editors must go through and what the actors and videographers feel when their work does not get included in a movie. Since another team member went missing in action, the rest of us had to quickly complete some extra work. This was an especially challenging time for me because my grandmother passed away during week 5. I worked from our hotel each night after my grandmother’s viewing and funeral to make sure that the team had a video that we could be proud of. The prayers and condolences sent by MJ and Jessica kept me focused on our project and this helped me get through what could have been a very depressing time for me.
I made the web delivery formatting decisions and created a .wmv file because this was compatible with all the locations we would have to upload it to. We originally had planned on uploading our video to Teacher Tube but after I uploaded it, I discovered that it would be another 24 hours before it would be viewable. I did not know that it had to be reviewed by staff before it could be posted on Teacher Tube. This made sense though because the site is used in classrooms, there has to be a monitoring process in place to ensure that the video content is appropriate for students. Where as YouTube lets anyone load what ever they want when ever they choose. In our case this was a good thing.
Our final PSA is a project I am proud to say I was a part of and I know we put a lot of work into the video. It still could use some improvement as far as the ending. I feel that it was sped up towards the end to be able to fit in the credits and creative commons slides. Including the slides with the copyright attributions took up more of the 60 seconds but we made sure we gave credit to everyone who put in the hard work to create the parts that we used in the video. From the background music and sound effects, to the video that gave us the topic idea and all the little people who were in our video, we made sure to give credit where credit was due. In the end our creative commons slide helped ensure we will get credit too.

Photo Story Project

For the Multimedia and Video Tech course, we had to create a personal photo story. This was difficult for me because there were so many ideas to choose from. I chose to create one about my son Robert. He was born with a cleft lip and cleft palate. Since next year he will begin Kindergarten, I thought this would be a good way to help boost his self esteem. He has already begun to ask me why his nose looks the way it does and what happened to his lip. I figured I might show this photo story to him during those times when kids start to ask him the same questions or if he begins to think there is something wrong with him. I wanted him to be reassured that he is perfect just the ways he is.
The project was a great way to reflect on those difficult times and to feel a sense of accomplishment to have made it through some of the difficult times. This story is now etched in stone and can be shared with other families who may be facing the birth of a baby with the same birth defects as my son. I hope it will comfort and reassure them that it really will be okay.

My Action Research Plan

Action Research Plan

Goal:

To increase vocabulary development in 1^st grade second language learners using technology. To increase scores/levels on OLPT, TELPAS, OS and DRA.

Activities:

• Review research from previous studies.
• Teacher technology training during conference periods and after school.
• Implement the use of Web 2.0 tools and technology based instruction for vocabulary development in second language learners.
• Surveys, Interviews, Classroom Monitoring, Feedback (before, during, after).
• Data analysis and collection before and after.

Resources:

• Research from previous studies
• 18-20 Computers
• Teacher and student Web 2.0 technology training
• Student and teacher surveys
• Interviews with teacher and students
• Checklists
• Field notes
• Archival data (OLPT, TELPAS, OS, and DRA reports)

Timeline:

August 2010-Implement Action Research Plan

December 2010-Mid Year Review

May 2011-Completion of Action Research Plan

Persons Responsible:

Michelle Porchout/Principal

Cynthia Ramirez/Campus Technology Leader

Adelina Rucker/1^st grade bilingual teacher/Action Research Plan leader

Mrs. Rucker’s 2010-2011 1^st grade students

Monitoring:

Review beginning of the year data from TELPAS, OLPT, OS, DRA and previous year teacher’s observations. Review teacher and students’ pre and post technology surveys. Mid-year review of DRA levels, teacher made vocabulary assessments, teacher observations, and anecdotal records. Monitor teacher’s use of student centered, technology based vocabulary developing instruction in the classroom. Monitor resources such as computers, time management, computer usage, web 2.0 tools and software programs. Review end of the year data from TELPAS, OLPT, OS, DRA, teacher anecdotal records, and teacher made vocabulary assessments.

Assessment Instruments:

TELPAS (Texas English Language Proficiency Assessment System)

OLPT (Oral Language Proficiency Test)

OS (Observation Survey)

DRA (Developmental Reading Assessment)

Teacher observations and anecdotal records

Teacher made vocabulary assessments

Student projects/ work samples

Lessons Learned Week 2: Real Life Research Action Examples

This week I learned about some of the areas that are frequently identified by many school leaders as needing further research. Some of those areas are staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and social justice or equity issues. Each area is like an umbrella with many different topics that can be important for action research. Some examples of the wonderings I had were:
How can the elementary school principal best facilitate teacher professional development that promotes the professional growth in both veteran teachers and first year teachers?

How can the staff at my campus integrate technology across the curriculum?

What kinds of support can a principal provide for new teachers to succeed and remain in the teaching career?

These were only a few examples of the many wonderings I had when learning about the various areas of action research.

Analysis-How educational leaders might use blogs

Educational leaders might use blogs in a variety of ways. Blogging can be used to share research with colleagues near and far or it could be used for a presentation to be shared internally with your campus or district. Blogs can also help in sharing insights, ideas, and issues in a forum where other educational leaders can read, comment, and contribute to. Blogging gives educational leaders the opportunity to reflect on their own practice which can help educational leaders become more intentional about what they do.

Action Research-What I have learned

What I have learned about action research is that it is a very reflective process. Action research can be used in many educational settings such as in university coursework, superintendent/district meetings, leadership teams, and professional learning communities. School administrators use action research to help them become better leaders and to improve student learning in their school building. Where as other types of research focuses on outside groups, action research focuses and happens on your campus. The process of action research is that of a cycle. The administrator will begin by reflecting on his/her practice and then gathering data through input, scores, interviews, journals, surveys, etc. This is most beneficial when done collaboratively with a group of staff from the campus. Together they can help identify a wondering or area in need of improvement. Then the search begins through literature research to find a possible strategy that might help make improvements in the identified area. A plan of action is created and the strategy is implemented for a specific period of time. After which more reflection is required to determine how successful the strategy was in making improvement in the identified area. Thus the process repeats itself in a cycle that begins and ends with reflection.
As a current classroom teacher and student in a Master's program for Instructional Technology Leadership, I feel I would best be able to use action research to reflect on how well I have implemented the use of technology in my classroom. There is definitely room for improvement in terms of technology integration in my classroom with my students. I would say that my wondering includes how to better integrate technology for instruction and for student's to use effectively and efficiently. Thus begins my search through action research!

Instructional Design Reflections

What benefit do you see in educators knowing how to design and implement online learning?

Benefits for educators knowing how to design and implement online learning can be many. First is the ability to communicate and reach the digital learners that are in our classrooms. When an educator can design and implement online learning, they are “speaking” the digital learner’s language. Online is considered their “territory” and the more opportunities we provide for them to work online, the more successful they are as 21st century learners. This also means that teachers are doing their part to meet the goals of the Texas Long Range Plan for Technology and implementing the Technology Applications TEKS in their classrooms, campuses, and districts.

Second, is that we can stretch the hand out a little further to reach those students who would otherwise miss out on instruction for various reasons. Whether it is because of illness, extra curricular activities, suspension, teenage mothers, etc., more students would benefit from participation in online learning, who would otherwise not be able to attend class.

Another benefit of educators knowing how to design and use online learning is for their own professional growth. Teachers become more comfortable after practice and so this would be an introduction to what could be the future for all professional development. With today’s economy, districts are trying to cut back on expenditures. Some districts may see online professional development as a more cost effective approach versus paying for a consultant to come out to a school or district to conduct a staff development. This would also save time during the teacher’s work day and less missed time from the classroom. New teachers would not have to start school so early attending the many staff development days. New teachers could instead spend time working on preparing their classrooms. This is where they would rather be working anyhow.

How will you professionally use your course that you designed?

I am currently trying to use it in my 1^st grade classroom. Schoology is helping me activate my students’ accounts and hopefully soon we will be fully operational I have already tested it to see if it was accessible at the school, since all social type websites and blogs/chat boards are blocked. I was afraid that this would not be accessible, but was pleasantly surprised when I was able to access it and the links that I had created in the course. Once my students are activated and are comfortable with using the website, I would like to add more topics to my course and eventually have at least one activity uploaded for each content area per 6 weeks. The topics and activities would need to be adjusted according to 1^st grade reading abilities throughout the year. Also, I would like to share the course with the other 1^st grade teachers so that the entire team can participate in creating assignments in the course and all 1^st grade students could be included in the online learning course.

Will you integrate online learning in your role as a teacher/staff developer?

My 1^st grade classroom has 3 computers for student use. Our campus has one lab with 25 computers. We are a small campus with Pre-K thru 4^th grade and approximately 600 students. We are a title 1 campus which means many of our students do not have access to a computer at home or if they do have a computer, they do not have internet access. My class in particular has only 2 students with computers at home. Therefore, for my class, the online learning will take place on campus, most likely in the computer lab. I am concerned with accessibility with the current network. Our network already runs very slow. I am afraid that we will have limited or no access because of the network and with the way our district has been making cuts in programs and the extras, I feel that improving the network bandwidth will be a project that will be put on the back burner for a long time. As a staff developer it would be much easer to integrate online learning for teachers. Currently, many of the technology professional development courses are offered after school around various campus locations in the district. Teachers’ schedules vary widely and so this prevents many teachers from attending some of the professional development opportunities. If these courses were instead offered through an online learning format, many more teachers might be available to participate.

What questions do you still have about online learning?

Some questions I still have about online learning are: What are some other online learning service providers like? I have heard of think.com and edmoto.com to name a few and I would like the opportunity to explore each one to see how they differ and what they can offer in terms of online learning. Specific questions about Schology that I still have are: Why did we have to use Schoology for this course? Is one better than the other? Will there ever be a fee for using the online course service? My campus does not currently use an online learning tool and if they do use Schoology, the cost of using a service would be an important factor when choosing to use it or not. Is there a way that I can view other 1^st grade courses so as to share or exchange ideas with other teachers in my grade level? This would benefit many teachers and students to be able to see examples of other courses and to communicate with them. When will the chat function be activated? This would help with communication between teachers and students as well as teachers with other teachers and students with other students.

What will you do with this new learning?

With this new learning, I would like to create more courses for students and teachers. For the students I would like to begin by using the scope and sequence to create courses for each 6 weeks to include one objective for each content area. Once I get more practice with creating and using Schoology, I would like to create a professional development course for teachers on how to use it. More teachers would be able to participate since it could be accessed anywhere and at anytime. This could help get a few more teachers excited about using the online learning tool and help create courses for each grade level. This could also be a team effort in that grade levels could create a course together and all the teachers of that grade would be the administrators of that course. Then all the students of that particular grade level would be a member of that course and they could collaborate and participate in group work across the grade level, not just in their homeroom class.