SIOUX FALLS, SD – You probably remember going to school with the teacher at the front of the room and the students sitting quietly in neat rows. But education has changed; now students work in groups and participate actively in class. Even homework is different. Vodcasting is changing the role of the teacher in the classroom.  – Read more and watch the video via KELOLAND.com

The phrase was also used as the title of Zen teacher Shunryu Suzuki‘s book: Zen Mind, Beginner’s Mind, which reflects a saying of his regarding the way to approach Zen practice: In the beginner’s mind there are many possibilities, in the expert’s mind there are few. – Wikipedia.org

San Francisco Zen Center – The Expert’s Mind Series 2010.

I visited the intersection in the final scene of the 2000 Tom Hanks film Cast Away.

Here I am in Texas!

Once you have built a survey and some people have taken it, you are ready to see the results.

If you are familiar with the slide master, then this presentation is for you!  Find out how to combine numerous master slides and their associated themes into one presentation.  I will also cover how to copy and paste the layout from one presentation to another.

Resources

• Microsoft’s web site

Recent research shows what many of us knew all long: Our moods dictate what we eat. Researchers studied the diets of people to show how personality and foods collide – howler moods may steer us to certain foods, on the basis of their physical characteristics. The study theorized that many moods send specific signals; for example stressed adrenal glands could be sending salt-craving signals. So what does your favorite turn-to food say about you? – From
YOU: On A Diet Revised Edition: The Owner’s Manual for Waist Management by Michael F. Roizen and Mehmet C. Oz

Some Fun Avatar Creation Sites

• http://www.befunky.com/create
  • A great site with Adobe Photoshop-like filter features to modify a photo you upload.
• http://www.faceyourmanga.com/welcome.htm
  • Create a manga looking character from scratch. Awesome animé looking characters!
• http://www.avatarizeyourself.com/
  • This is the Avatar the movie looking character generated from a photo you upload.
• http://www.buildyourwildself.com/
  • Create a crazy cartoon-looking combination of human and animal features. Sponsored by a zoo, you can imagine the possibilities!
• http://www.digimi.com
  • Create a 3D version of yourself from an uploaded picture. You can modify the facial features and expressions. Very cool!
• http://www.nobleavatar.com/
  • Create a version of yourself with more a stylized look in cartoon format.
• http://home.mywebface.com/
  • Upload a photo of yourself, converts you into a cartoon and then modify it with numerous features and special effects.
• http://simpsonizeme.com/
  • Turn yourself into a Simpson. This site is often offline due to heavy traffic.

What is Core 24?

Core 24 is the new set of credit requirements for high school graduation being considered by
the Washington State Board of Education. Core 24 will require students to develop a high school and beyond plan and choose courses to help them achieve their goals. Core 24 requirements will provide students with a strong academic foundation, and the flexibility to prepare them for whatever path they choose—whether that’s the workforce, an apprenticeship in the trades, or a community or four-year college.

• SBE Website
• State Board QEC Presentation on Core 24
• Washington State CTE Issues

“Presentation is the ‘Killer Skill’ we take into the real world. It’s almost an unfair advantage.” – The McKinsey Mind

1. Clearly state the goal of the presentation on a piece of paper and place it in plain view so I can see it while I am working.  This will help keep me focused while I am working.
2. Brainstorm ideas for the presentation on paper.  Writing on paper makes it easier to leave weak ideas behind and move to stronger ones.  When using the computer to brainstorm sometimes I invest so much time in the process, I won’t let go of flawed ideas.  Write down or draw images and concepts that will help drive home the message.
3. Create a storyboard.   I like to use paper for this, too. It’s easier to start over or move ideas around.
   • Remember to include emotional content, personal connections to content, analogies, anecdotes, etc. in your presentation.  People remember how you made them feel, not what you did for them.
4. Write out the words or descriptions in a word processing or concept map program.
   • One phrase per line
5. Select a color scheme.
6. Create a master template.
   • Microsoft Help Steps
   • PowerPoint 2007 Tutorial
7. Copy and paste words into the presentation program in the outline view
   • Modify so that each phrase is on an individual slide

This is a great presentation of the true cost of product consumption.

Storybird Quick Tour from Storybird on Vimeo.

Some simple tips for working at the office, at school or on the computer for long hours.

Unsafe Scenario

Predators, rapists, thieves and bullies existed before the Internet. We teach our children about not talking to strangers or getting into cars with people they don’t know, etc. We need to include cyberspace in this discussion. Common sense about safety should be exercised in the real and virtual worlds. The following situation demonstrates how a young person can volunteer information about them self and their surrounings, bit by bit, and a predator can put the pieces together to find them. Think about what you share online as you watch the video. Do you keep yourself safe online?

What is the best way to organize computer files?

This question goes unanswered for most computer users I know.  It’s just something that isn’t addressed.  Every once and a while attempts will be made to move stuff around, but not a lot of thought, planning or structure is either put into the activity or remains after a short while.  Digital clutter can be just as annoying as actual personal clutter.  Not being able to find stuff on your computer is just as paralyzing and wasteful of your precious time.  So, how does one organize all the digital pieces?  Let’s look at a few good ideas from the play book of Getting Things Done by David Allen.

Deciding on topics

How many topics you will have depends on how much information do you have and what is the subject of that information. Just like in GTD each subject should have its own topic in MyInfo. As a general rule, if a topic has more than 100 documents, it is a good idea to split this topic. For example, if you are a hiking enthusiast and your Hiking topics gets more than 100 documents, you can split it into Hiking – Gear & Equipment and Hiking – Routes topics. MyInfo has no limit on how large a topic could be, however very large topics are hard to reorganize and it is not as easy to find the necessary information.

The easiest way to decide how many topics you need is to create them only when they are needed for a particular document. For example, if you encounter a document about traveling and have no topic dedicated on this subject, you create a new Travel topic and put the document there.

Moving information into topics

Your ultimate goal is to move all information scattered on your hard drive in your personal-reference information system. So be sure to check for:

• Documents, brochures, invoices, reports, white papers, software/hardware manuals, and all other files, which are not big enough to deserve their own folder on your hard-drive
• Old e-mail messages in your e-mail client, which hold some future value, but you do not need them currently
• Links in your favorites/bookmark system, which you have not used in a while, but may need in the future
• Instant Messenger (ICQ, AIM, MSN) history and chat logs, which contain some valuable information
• Any other information or small files, that you do use currently, but may do so in the future

- http://www.milenix.com/gtd.php

Mac, Linux and Windows Files

There is a post at ask.metafilter.com that really resonated with me. I use Mac, Linux and Windows, and need to jump from one system to the other.  This post gives some simple perspective:

I use the same structure (and partition, for that matter) for both Linux and Windows:

A partition only for my files. You can start with one directory if you don’t feel like going through the hassle of repartitioning.

One directory for personal, one for work, one for consulting, one for media. Also, one ‘incoming’ directory, where I download everything. If I run out of space, the incoming directory goes first. Anything that hasn’t been categorized is gone. One ‘keep’ directory for things I download that I might need again, and probably won’t be able to find.

Many, many directories under each. For instance: personal/financial/taxes/2004/2004_1040.pdf
media/pics/kids/2005/Nov2005/thanksgiving/

Under Windows, I set the data partition to be my ‘my documents’ directory, and set up all applications to load and save there. Under Linux, I just link a ‘data’ subdirectory under /home/me.

I think the key is to point every application you use to the same place, and never use the defaults. I also find it helpful to create directories for future use, even if they might be empty for some time. Then there is no excuse for being lazy and saving everything in the same place.

I’ve been using the same system for years, and it is very easy to upgrade, switch operating systems, restore from backup, etc.

- posted by bh at 7:46 PM on November 27, 2005

For further discussion, check out the How To Organize Computer Files discussion at DavidCo.com.  There are many perspectives to consider.  Remember there are many great ways to organize and as with any system, stay with it is key.  Develop your own and improve your organization.  Good Luck!

Innovative teacher Vicki Davis leverages wikis, blogs, digital storytelling, podcasts, virtual worlds, and other digital tools to connect students in rural Georgia to the world. – Edutopia

Read more: http://www.edutopia.org/digital-generation-teachers-vicki-davis

Preparation

• Students will participate in the Netsmartz.org Internet safety curriculum in class.
• Students will use school email address to register accounts, if possible.
• Students will share this document with parent(s) or guardian(s).
• Students will get a parent or guardian signature on the CHS Communication Technologies Social Networks Code of Conduct.
• Students will understand and follow the CHS Communication Technologies Social Networks Code of Conduct and the safety measures suggested in the Safe profile settings videos available on the class web site for each tool used in class.

Publishing Tips

• Be Safe
• Be Mindful of What You Say
• Be Respectful of Others
• Be Informative
• Be Interesting

Be Safe

Anyone can access the Internet and view what you write on a blog or wiki. Even if your page is ‘protected’ there is nothing to stop your friends from copying your material and placing it elsewhere on the web. It is important to respect your privacy. Use your first name only and do not use pictures of yourself in the content or as an avatar, unless approved by the teacher. If you wish to have an image associated with your blog, use a picture of something that represents you. Don’t give out any personal information about yourself, anyone else or your location.

Be Mindful of What You Say

You are responsible for anything that is posted in your name. Always use appropriate language and remember that how you say something is as important as what you say. Avoid exaggeration, provocation and sarcasm in the language you use.

Be Respectful of Others

When writing on your blog or wiki or if you are commenting on others, always make sure what you write is fair and accurate.

When blogging or podcasting, do not record any person without his or her consent and awareness. You must have the consent from every individual whose voice can be heard on your podcast. Start each audio recording by identifying everyone present by their first name only.

Other bloggers and podcaster will love to hear what you think of their work. If you want to make some constructive criticism why not try giving two stars and a wish (two positive comments and one thing you think could improve).

Be Informative

Write about and present what you know. Make sure you get your facts straight and ask for advice if you are not sure. Remember that your blog can be searched through Google. Make sure that you write in a way that everyone can understand e.g. limit your use of text speak.

Be Interesting

There’s no point in blogging or podcasting if people don’t read or listen to what you say. When people leave a comment, reply to them quickly to bring them back to your site. Make sure it is interesting. Make it fun so that you will encourage your readers and listeners to come back for more. One way to do this is to expand on others ideas. You can quote other people’s work, link back to it and add your own thoughts or opinions to their ideas.

- These tips cited from http://edubuzz.pbworks.com/socialmediapupil

Consequences

These tips compliment your Olympia School District Internet Use Policy. Any inappropriate use could lead to the loss of Internet use privileges, as stated in the OSD Internet Use Policy, or other disciplinary action.

Signatures

Student ____________________ Date ______

Parent/Guardian ____________________ Date ______

Issue

Young adults are publishing online. They are capturing images, video and audio with cell phones and other digital devices and posting to social networking and social media sites like Facebook, Myspace, YouTube, Flickr, Google Video, etc. What conduct is safe, appropriate and legal? We need to engage students in discussion and guide them in the proper use of information and media in the digital age.

Background and Benefits of Social and Media Networks

Social networking and social media web-based tools are very powerful communicators with tremendous potential. They help people connect, collaborate and create. Many employers and universities expect potential employees or students to have information technology skills. Steve Borsch details many attributes of the new skills expectations in his paper Rise of the Participation Culture:

“While many of us were placing our attention elsewhere, the post-dotcom-crash World Wide Web and global Internet continued to evolve. Once seemingly focused primarily on web page publishing, ecommerce, and transaction-oriented paradigms, an amazing array of web-based applications, social media and social networks have burst forth over the last several years and a new culture has emerged comprised of people participating rather than acting as passive recipients.”

Business are reaching out through these vehicles to potential clients. Schools run virtual classes online. People are forming valuable communities for learning, work and recreation. A new literacy is expected of 21st century citizens. Students need to practice these skills, understand appropriate behavior and prepare for their future.

Just like any tool, it can be used properly or not. We need to teach students to make appropriate choices and empower them in the digital age. What does it mean to be a responsible digital citizen? We need to discuss and explore this in the classroom and at home. The more students understand the potential and limitations, the better prepared they will be for an ever changing world.

Washington State Technology Standards

We use social media and social network tools to help students achieve the following State Standards in technology.

• EALR 1 – Integration

  Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.

• EALR 2 – Digital Citizenship

  Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior.

Student Publishing Process and Tools Used in Class

• Learning Journal and Projects Showcase
  • Educational blogging with Edublogs.org
  • Video Explanation
  • Safe profile settings
• Learning Resources Management
  • Social Bookmarking with Delicious.com
  • Video Explanation
  • Safe profile settings

• Image Gathering and Publishing
  • Online photo sharing with Flickr.com
  • Video Explanation
  • Safe profile settings

• Presentation Resources and Platform
  • Publishing presentations with Slideshare.net
  • Web Site Tour
  • Safe profile settings

• Resume and Employment Showcase
  • Building a professional presence with Linkedin.com
  • Video Explanation
  • Safe profile settings

Glossary

• Avatar
  • An avatar is a computer user’s representation of himself/herself or alter ego, whether in the form of a three-dimensional model used in computer games, a two-dimensional icon (picture) used on Internet forums and other communities. It is an “object” representing the embodiment of the user. The term “avatar” can also refer to the personality connected with the screen name, or handle, of an Internet user.
• Blog
  • (a contraction of the term “weblog”)[1] is a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. “Blog” can also be used as a verb, meaning to maintain or add content to a blog.
• Digital Citizen
  
  • A digital citizen commonly refers to a person that participate in society using a certain amount of information technology (IT).
• Information Technology
  • IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit, and securely retrieve information.
• Olympia School District Internet Use Policy
  
  • Download PDF file
  • District Technology Resources Page: technology.osd.wednet.edu
• Podcasting
  • A podcast is a series of digital media files (either audio or video) that are released episodically and downloaded through web syndication. The mode of delivery is what differentiates podcasts from other ways of accessing media files over the Internet, such as simple download or streamed web casts: special client software applications known as pod catchers (like iTunes, Zune, Juice, and Winamp) are used to automatically identify and download new files in the series when they are released by accessing a centrally-maintained web feed that lists all files associated with the series.
• Social Media
  • Social media supports the human need for social interaction, using Internet- and web-based technologies to transform broadcast media monologues (one to many) into social media dialogues (many to many). It supports the democratization of knowledge and information, transforming people from content consumers into content producers. Businesses also refer to social media as user-generated content (UGC) or consumer-generated media (CGM).
• Social Networking
  
  • A social network service focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others.
• Washington State Technology Standards
  
  • EALR 1 – Integration

    Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.

    • Components
      • 1.1: Innovate: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
      • 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning, and contribute to the learning of others.
      • 1.3: Investigate and Think Critically: Research, manage, and evaluate information, and solve problems using digital tools and resources.
  • EALR 2 – Digital Citizenship

    Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior.

    • Components
      • 2.1: Practice Safety: Demonstrate safe, legal, and ethical behavior in the use of information and technology.
      • 2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning.
      • 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively.
      • 2.4: Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies. [Grades 6-12 only]
• Wiki
  • A wiki is a website that uses wiki software, allowing the easy creation and editing of any number of interlinked Web pages. Wikis are often used to create collaborative websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems

Read More

• This document is available online at http://capitalcomtech.info/code-of-conduct/
• Internet Safety with NetSmartz.org
• School social media and social networking policy development: http://landmark-project.com/aup20/pmwiki.php

Resources Cited

• Glossary definitions: http://wikipedia.org
• http://edubuzz.pbworks.com/socialmediapupil
• http://k12wiki.wikispaces.com/Social%20Networking%20Acceptable%20Use
• http://www.budtheteacher.com/wiki/index.php?title=Blogging_Rules
• http://digiteen.wikispaces.com/

• Starfall.com, http://www.starfall.com
  • An incredible, free site dedicated to helping all children learn to read. Interactive stories and print and writing books to go along with them are high quality and engaging.
• Reading for Meaning, http://reading.tomsnyder.com/readingformeaning/index.cfm
  • An Internet subscription service to improve student reading comprehension skills that targets skills often covered on standardized tests: main idea, inference, sequence, cause & effect, and compare & contrast in a very creative way. It includes everything the teacher needs in 35 complete lessons, including graphic organizers and authentic literature. It is very flexible and can be used when teaching whole classes, small groups, or individuals. A great follow up to Starfall.
• Thinking Reader, http://www.tomsnyder.com/
  • Software focused on improving reading comprehension for your struggling readers and special needs students in grades 5-8 who have not been successful with reading. Uses core literature and content material. This software is expensive, but it is meeting a need nothing else is when it comes to our upper elementary students and middle school students who aren’t succeeding
• ReadWriteThink, http://www.readwritethink.org/
  • A partnership between the International Reading Association IRA) and the National Council of Teachers of English NCTE). Provides educators and students with access to the highest quality practices and resources in reading and language arts instruction through free, Internet-based content. The student materials section has incredible, free interactive tools and tutorials for classroom use
• NCTM Illuminations, http://illuminations.nctm.org/swr/index.asp
  • A site developed by the National Council of Teachers of Mathematics that has interactive, visual lessons and simulations for teaching math content in grades pre-k through high school. This is the only site you need to use to teach math in a creative, clearly understandable manner… and it’s free!
• BrainPop.com, http://www.brainpop.com
  • BrainPOP is full of educational animated movies for K-12 that demystify Math, English, Science, Health, Technology and Social Studies topics. This is a must-have subscription for every school.
• LD Online, http://www.ldonline.org/
  • This site is an interactive guide to learning disabilities for parents, teachers, and other professionals. Numerous articles, resources, and ideas on a variety of LD topics are available.
• 4Teachers.org, http://www.4teachers.org
  • 4Teachers.org is a free, multifaceted site that includes a variety of fast, easy-to-use tools for teachers and students. Their Rubistar tool for making rubrics and their PBL Checklists to guide project based learning activities are terrific. Casa Notes is a helpful tool if you have Spanish speakers in your classroom.
• A to Z Teacher Stuf,f http://atozteacherstuff.com/
  • A to Z Teacher Stuff provides teachers with free lesson plans, thematic units, printables, and other resources. The active discussion forums allow teachers to exchange ideas and give advice on a variety of issues.
• Enchanted Learning.com, http://www.enchantedlearning.com
  • A site filled with fabulous printables and activities for the elementary grades in every subject area. The site is free, but if you pay a small subscription fee, the banner ads go away and the printouts are better.
• Freebie Bonus: For elementary teachers, the http://www.dole5aday.com site has an awesome CD on everything nutrition!

Generation C

• Communicators
• Connected
• Creative
• Collaborators
• Content generators
• Community builders

What other attributes come to mind when you think of today’s students?

WARNING: You must take this quiz in the SAFARI web browser – If you take it in Firefox you will not be able to get your results at the end of the quiz!

Have you ever wanted to learn more about how you learn or what type a person you are?

Take the following quizzes and find out:

• Determine your Multiple Intelligences and Personality Type
  • Myers-Briggs Personality Type Quiz
    
  • Multiple Intelligences Learning Styles Quiz

When completed, copy and past the results from each quiz into your Illustrator business card

Both Noodletools.com‘s NoondleBib Express

and  The Landmark Project’s Son of Citation Machine are

great resources for creating accurate APA or MLA citations.  Each site guides you through the process of creating a

proper citation.  Then, you can copy and paste the citation text to your document.

Why do we present the way we do?  Can we present slides better? Smarter?  Nancy Duarte has written an incredible book about the ins and outs of good slide presentation.  A great practical blend of science and art.  Slide:ology: The Art and Science of Creating Great Presentations

Listen to the Author

Slide:ology Presentation by the Author

Create Video for Public Viewing

• Showcase Working Knowledge
  • Use either an online or computer-based video editing program
    • Online
      • Kaltura.com
      • MotionBox.com
      • Shwup.com
      • JayCut.com
    • Computer
      • iMovie on the Mac
        • Help Files
      • MovieMaker on Windows
        • Help File
    • Content may include
      • Imported video
      • Still images
      • Text
      • Transitions
      • Audio
        • Narration
      • Music from CD
• Share Your Learning Experience
  • Blog Entry
    • Detail what you did and learned through the process of creating the video
      • Include
        • Work Flow Ideas
          • Brainstorming
          • Storyboarding
            • Link to Resource
          • Script Writing
            • For Possible Narration
          • Shot List
        • Classroom Setup
          • Detail how you might use video creation in your classroom?
    • Link to Video
      • If online
    • Burn to a CD or DVD disk
      • if not online

Phil Borges shares his storytelling work with images and video.  Spellbinding!

Edutopia published a nice article about VoiceThread in the classroom.  Check it out.

VoiceThread Blog

Many great topics including sample work and research supporting VoiceThread’s use in the classroom can be found on their blog

• VoiceThread Digital Library
  • “The Digital Library is a database of articles about successful VoiceThread projects. Our hope is to create a resource that offers guidance and inspiration for people undertaking new projects. Please contribute a VoiceThread to help the Digital Library grow.”
• VoiceThread Effects On Learning
  • “A total of 101 students were surveyed and 87 responded (an 88% response rate). Out of those who responded, 70% of the students either strongly agreed or agreed that the use of VoiceThread contributed to establishing a sense of community in this class. Community is an important element in fostering a student’s motivation to continue with an online class, as online learners continually struggle with feelings of isolation as they go about their learning experience physically isolated from their classmates and instructor.”
• The Power of the Human Voice
  • “This video from SECC, details an amazing VoiceThread project created by Gail Desler, Halerin Ferrier, and 4th grade students from Prairie Elementary School. Letters from the Internment Camps brings elements of historical research, ethics, art, self-reflection, writing, speaking, and collaboration, all together in a VoiceThread. The result is truly remarkable.”
• The Horizon Report
  • “Traditionally, a learning environment has been a physical space, but the idea of what constitutes a learning environment is changing. The “spaces” where students learn are becoming more community-driven, interdisciplinary, and supported by technologies that engage virtual communication and collaboration. This changing concept of the learning environment has clear implications for schools, where learning is the key focus of the space.”

“The researchers both act and seek to learn from the actions taken.”

- Pepperdine University

Table of Contents

• What is Action Research?
• What Action Research Is Not
• Teacher Researchers…
• What Are Some Effects of Teacher Research Projects?
• Five Phases of Action Research
• Reasons to Do Action Research
• Starting Points
• Guidelines for Developing a Question
• Guidelines for Data Collection
• Data Collection: The 5 W’s and an H
• Techniques for Gathering Data
• Guidelines for Analyzing Your Data
• A Process for Analyzing Your Data
• Writing Prompts for Classroom Action Researchers
• Ideas for Your Final Write-Up
• Paper Sections
• Sample Paper
  

Other Internet Resources

• Wikipedia
• The Center for Collaborative Action Research(CCAR) at Pepperdine University
• The Center for Collaborative Action Research(CCAR) Wiki

What is Action Research?

Source: Heidi Watts, Antioch Graduate School

Action Research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research. It is based on the following assumptions:

• teachers and principals work best on problems they have identified for themselves;
• teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently;
• teachers and principals help each other by working collaboratively;
• working with colleagues helps teachers and principals in their professional development.

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What Action Research Is Not

Source: Henry and Kemmis

1. It is not the usual things teachers do when they think about their teaching. Action Research is systematic and involves collecting evidence on which to base rigorous reflection.
2. It is not just problem-solving. Action Research involves problem-posing, not just problem-solving. It does not start from a view of problems as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.
3. It is not research on other people. Action Research is research by particular people on their own work to help them improve what they do, including how they work with and for others. Action Research does not treat people as objects. It treats people as autonomous, responsible agents who participate actively in making their own histories by knowing what they are doing.
4. It is not the scientific method applied to teaching. Action Research is not just about hypothesis-testing or about using data to come to conclusions. It is concerned with changing situations, not just interpreting them. It takes the researcher into view. Action Research is a systematically-evolving process of changing both the researcher and the situations in which he or she works. The natural and historical sciences do not have this aim.

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Teacher Researchers…

Source: Fairfax County Public Schools, Office of Research and Policy Analysis

• develop research questions based on their own curiosity about teaching and learning in their classrooms;
• examine their underlying assumptions about teaching and learning;
• systematically collect data from and with their students;
• share and discuss their data and research methodology with fellow teacher researchers;
• analyze and interpret their data with the support of their colleagues;
• write about their research;
• share their findings with students, colleagues, and members of the educational community;
• discuss with colleagues the relationships among practice, theory, and research;
• assume responsibility for their own professional growth.

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What Are Some Effects of Teacher Research Projects?

Source: Fairfax County Public Schools, Office of Research and Policy Analysis

• increased sharing and collaboration across departments, disciplines, and grade levels;
• increased dialogue about instructional issues and student learning;
• enhanced communication between teachers and students;
• improved performance of students;
• revision of practice based on new knowledge about teaching and learning;
• teacher-designed and initiated staff development;
• development of priorities for schoolwide planning and assessment efforts;
• contributions to the profession’s body of knowledge about teaching and learning.

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Five Phases of Action Research

Adapted from: the St. Louis Action Research Evaluation Committee

Phase I – Problem Identification

• Why do you want to do it?  Is it an important and practical problem,
  something worth your time and effort, something that could be beneficial
  to you, your students and others?
• Is the problem stated clearly and in the form of a question?  Is it
  broad enough to allow for a range of insights and findings?
• Is it narrow
  enough to be manageable within your timeframe and your daily work?

Phase II – Plan of Action

• Will you develop and implement a new strategy or approach to address your
  question?  If so, what will it be?
• Will you focus your study on existing practices?  If so, which particular
  ones?
• What is an appropriate timeline for what you are trying to accomplish?

Phase III – Data Collection

• What types of data should you try to collect in order to answer your question?
• How will you ensure that you have multiple perspectives?
• What resources exist and what information from others might be useful in
  helping you to frame your question, decide on types of data to collect, or
  to help you in interpreting your findings?

Phase IV – Analysis of Data

• What can you learn from the data?  What patterns, insights, and new
  understandings can you find?
• What meaning do these patterns, insights, and new understandings have for
  your practice? for your students?

Phase V – Plan for Future Action

• What will you do differently in your classroom as a result of this study?
• What might you recommend to others?
• How will you write about what you have learned so that the findings will
  be useful to you and to others?

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Reasons to Do Action Research

Source: Robin Marion – Professor at National Louis University

What works…

• To figure out a particular “how to” of teaching
• To demonstrate to principals, parents, students, ourselves that a teaching practice is useful

Collegiality…

• To have time to talk about teaching with our colleagues
• To develop better overall relationships with our colleagues

Personal/Professional Development…

• To be supported and pushed in our development as teachers
• To recognize that growth doesn’t just happen, that often we need more formal structures in order to grow
• To enable teachers to engage in intellectual pursuits and become continuous learners

Starting where we are…

• To start with the teacher that I am, not that someone else thinks I should be

Consistency…

• To practice being a continuous learner, to live by what I am trying to help my students learn
• To connect teachers in different roles, schools, districts

Challenging the norm…

• To create new forms of professional development
• To create new forms of research
• To construct knowledge with teachers at the center

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Starting Points

Source: Generated by one Madison Metropolitan School District Action Research Group

• Ask individuals to complete the “Starting Points” questions (see below). Tell them to think broadly about many areas for possible questions
• Go around the group one at a time and list on a flipchart all of the different areas that surface from this handout.
• Ask each person to take one of the areas from the flipchart (could be an idea of theirs or someone else’s) and practice writing a question in that area.
• Go around the group, and one at a time, ask each person to read their question very slowly twice. The group should listen to the questions. Absolutely no comments are made after each question is read.
• Ask the group to generate characteristics, qualities, and guidelines for what makes a good action research question.
  • I would like to improve…
  • I am perplexed by…
  • Some people are unhappy about…
  • I’m really curious about…
  • I want to learn more about…
  • An idea I would like to try out in my class is…
  • Something I think would really make a difference is…
  • Some I would like to do to change is…
  • Right now, some areas I’m particularly interested in are…

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Guidelines for Developing a Question

Source: Generated by one Madison Metropolitan School District Action Research Group

• One that hasn’t already been answered
• Higher level questions which get at explanations, reasons, relationships. “How does…?”, “What happens when…?”
• Not “Yes-No” question
• Everyday language; avoid jargon
• Not too lengthy; concise; doesn’t have to include everything you’re thinking
• Something manageable; can complete it
• Something do-able (in the context of your work)
• “Follow your bliss”; want to feel commitment to the question; passion
• Keep it close to your own practice; the further away you go, the more work it is
• Should have tension; provides you an opportunity to stretch
• Meaningful to you; provides you a deeper understanding of the topic
• Question leads to other questions

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Guidelines for Data Collection

Source: Generated by one Madison Metropolitan School District Action Research Group

Asking the right questions is the key skill in effective data
collection.

• Be clear as to why you are collecting data.  Formulate good questions
  that relate to the specific information needs of the project.
• Be clear about how you are going to use the data you collect.
• Design a process to collect data.  Our beliefs and values affect this
  selection process.
• Use the appropriate data analysis tools and be certain the necessary data
  are being collected.
• The data:
  • must be accurate;
  • should be useful;
  • must not be too time consuming; and
  • must be reliable enough to allow you to formulate hypotheses and develop
    strategies with confidence.
• Decide how much data is needed.
  • Ask:
    • what is an accurate sample size?
    • for how long should the data be collected?
• Make sure that the data make your job easier.
• Use multiple sources of data to increase the believability of the findings.
  Collect data from more than two sources or points of view, each which
  provides a unique justification with respect to relevant information about
  the situation.
• Present the data in a way that clearly communicates the answer to the
  question.
• Be aware that how you set up the situation influences the results.
• Review the data.
  • Ask:
    • do the data tell you what you intended?
    • can you display the data as you intended?
• Do not expect too much from data.
  • Remember:
    • data should indicate the answer to the question asked during the design of
      the collection process.
    • you do not make inferences from the data that the data will not support.
    • data don’t stand alone.  It’s the meaning we apply to the data that
      is critical.  ”Data do not drive decisions; people do.”
    • the stronger the disagreements with the data, the bigger the learning potential.
      It is important to validate the different views and try to come up
      with a world view.
• Visually display the data in a format that can reveal underlying patterns.
  • Look for patterns related to time or sequence as well as patterns related
    to differences in staff and other factors.
• Remember that your primary job is not data collection.  No research
  method should interfere with your primary job.
• While good information is always based on data (the facts), simply collecting
  data does not necessarily ensure that you will have useful information.
• The key issue is not how do we collect data, but how do we generate useful
  information?

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Data Collection: The 5 W’s and an H

Source: Generated by one Madison Metropolitan School District Action Research Group

WHY are we collecting this data?

• What are we hoping to learn from the data?
• What are you hoping to learn from using this particular data collection strategy?
• Is there a match between what we hope to learn and the method we chose?

WHAT exactly are we collecting?

• What different sources of data will allow us to learn best about this topic?
• What previously existing data can we use?
• How much data do we need to really learn about this topic?

WHERE are we going to collect the data and for how long?

• Are there any limitations to collecting the data?
• What support systems need to be in place to allow for the data collection to occur?
• Are there ways to build data collection into the normal activities of the classroom?

WHEN are we going to collect the data and for how long?

• Have we built into the plan collecting data at more than one point in time?
• Are there strategies we can use to easily observe and record data during class?
• Can you afford the time to gather and record data using the strategies you have selected?

WHO is going to collect the data?

• Are there data which can be generated by students?
• Is there a colleague who can observe in your room or a student teacher who can assist with data collection?
• What can you do yourself without it being too overwhelming?

HOW will data be collected and displayed?

• How will you collect and display the qualitative data? the quantitative data?
• What plan do you have for analyzing the data?
• To whom will you present what you have learned?

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Techniques for Gathering Data

Source: Generated by one Madison Metropolitan School District Action Research Group

Interviews with students, parents, teachers

• Checklists of skills, behaviors, abilities, movement, procedures,
  interactions, resources
• Portfolios of a range of work from students of different abilities
  around a particular topic; a representation of a total experience; a collection
  of documents for analysis
• Individual files of students’ work (e.g., tapes, samples of work,
  art work, memos, photos of models/projects, reports), of students’ opinions;
  of student attitudes, of students’ experiences
• Diaries/journals written by teachers, students, parents, class groups,
  teachers
• Field notes/observation records – informal notes written by a
  teacher
• Logs of meetings, lessons, excursions, school expectations, material
  used
• Student-teacher discussion/interaction – records of comments and thoughts
  generated by students
• Questionnaires of attitudes, opinions, preferences, information
• Audiotapes of meetings, discussions in class or about data gathered,
  games, group work, interviews, whole class groups, monologues, readings,
  lectures, demonstrations
• Videotapes of classrooms, lessons, groups, demonstrations, a day in
  a school, lunch times
• Still photography of groups working, classrooms, faces, particular
  students over time, at fixed intervals in a lesson
• Time-on-task analysis of students, teachers; over a lesson, a day,
  a week
• Case study – a comprehensive picture/study of a student or a group
  of students

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Guidelines for Analyzing Your Data

Source: Generated by one Madison Metropolitan School District Action Research Group

• Design a systematic approach to analyze your data. This may develop as you become more comfortable with what you are learning.
• Do not be afraid to let the data influence what you are learning as you go deeper with your analysis.
• Look for themes and patterns to emerge. Look for those unique ideas that you had not considered which may influence your thinking.
• Make sure that you are organizing your data based on what you are actually learning from the data, not on the assumptions you bring with you to your analysis.
• Don’t censor the data, even if you don’t like what you are learning. Include data that doesn’t necessarily reflect change or growth. All of this is part of the learning experience and can still inform our practice.
• Go through your data several times. New ideas will occur to you with a fresh perspective.
• Think about creating visual images of what you are learning. A grid, an idea map, a chart, or some visual metaphor are all possibilities to help make sense of the data and display a powerful presentation of your ideas.
• Write lots of notes to yourself (post-its work well) as you are sorting. This kind of reflection will help you as you step back and try to look at the big picture.
• Share your findings with a colleague. Do new questions emerge from this discussion?
• Let the data influence you. Jot down ideas for actions you will take as a result of what you are learning

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A Process for Analyzing Your Data

Source: Generated by one Madison Metropolitan School District Action Research Group

In using qualitative research, you will be collecting and analyzing at the same time. These processes inform each other. Be open to new ways of thinking as you learn more from your data.

1. Go through everything you have collected. Make notes as you go.
2. Look for themes, patterns, big ideas. Key words and phrases can trigger themes. Determine these themes by your scan of the data, not on your preconceived ideas of what you think the categories are.
3. Narrow the themes down to something manageable. (3-5 of your most compelling and interesting)
4. Go back through all of your data and code or label information according to the themes in order to organize your ideas. Some ideas may fit into more than one theme. Create sub-groups under each theme.
5. Write continuously. Jot down what you are seeing, what questions are emerging, and what you are learning. Keep notes on those new ideas which are unanticipated. These may be findings or surprises which you had not planned.
6. Review your information after it is coded/labeled to see if there is
   • a frequency of certain items and/or
   • powerful, interesting, unusual comments or behaviors which are of particular interest to you. This may be an incident which gives you a new insight, and it may be one of the most important to hold on to.
7. Identify the main points which appear most frequently and are the most powerful. It will be hard to let go of some of your information, but it is important to sift through it.
   • Write up your major points. You can write them up by
   • theme,
   • chronologically, or
8. the different modes you used for collecting information.
9. Draw the information together to include some of the evidence which supports each of your themes. The reader should be able to draw conclusions based on the evidence you have presented.

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Writing Prompts for Classroom Action Researchers

Source: Generated by one Madison Metropolitan School District Action Research Group

1. Begin by visualizing what an observer might sense as they shadow you as you go about your work: the physical environment (sights, sounds, smells, arrangement of furniture, what hangs on the walls, from the ceilings); the interactions among individuals in the setting (students, teachers, administrators, support staff, and parents); and the activities (what are people doing.) Write about this now, and then revisit the vision of your work environment later in the year.
2. Write a story about an event or circumstance that illustrates the issue(s) you are interested in studying.
3. What question(s) would you have to answer to understand your issue better?
4. How do you get at the “real” issue that interests you, how do you peel back the layers to reveal the root causes of the condition/circumstance/situation you would like to change or better understand?
5. Think about the kids of “evidence” that convince you that something is working…then answer: What data do I currently have about my students? What feedback do I have from parents, administrators, and others which will influence my thinking? Where are the gaps? What do I do with the data?
6. How can I use the data I’ve collected to better understand my question? My issue? What do I do with the data?
7. What have I learned from the data I collected after reading through it, rereading it, looking for patterns, themes, curiosities?
8. How can I tell my story, what I have learned, to others? What parts do I leave in? What do I leave out? What form should I take? Who are the others who might/should/could see what I have written?
9. Revisiting earlier writing…what would an observer sense as they shadow you going about your work…the physical environment, the interactions among individuals and the activities. Compare this with your September entry. How has the vision changed? How is it the same?
10. What is the action in your action research?

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Ideas for Your Final Write-Up

Source: Generated by one Madison Metropolitan School District Action Research Group

• Your name/what you do (district position)
• Background information (setting, population, school, class)
• Question (expectations, assumptions, evolution, if applicable)
• Why chose the question; (rationale). What drew you to the question?
• Why important to you. Educational philosophy, if applicable to question.
• Instruments used to collect data (surveys, questionnaires, etc.)
• Actual data (students’ samples, quotes, voices; adult quotes; observations)
• Literature review/references (if used)
• Organization of data/analyzing data by themes, chronologically, by questions, by source
• Struggles (to arrive at question, to collect data, findings, etc.)
• Reflections on action research process, separate from the topic
• Changes you’ve gone through in the process; insights, inconsistencies
• Conclusions/findings; what I learned; interpretation
• Feelings, intuitions not encountered in the study
• Future directions; Where do I go from here?; impact; new questions; ideas for implementation changes in practice/perspective; recommendations
• Pictures

Other thoughts:

• All write-ups should not/will not look alike. They will reflect not only the teacher and his/her particular style, but also the nature and context of the question.
• Remember you are telling a story. You can organize this chronologically, by themes, by data source (i.e.: students, parents, staff), or some other way. It’s up to you!

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Paper Sections

• Title Page
• Signature Page
• Library Release Page
• Vita
• Abstract
• Table of Contents
• Problem Statement
• Rationale
• Goal
• Statement of Methodology
• Action Plan
• Measurement of Change
• Conclusion
• References
• Appendix

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Sample Paper

• Action Research Sample Document

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Create a pencast with a Livescribe Pulse Smartpen, Jing and Screencast.com with Tim Falhberg.  This is just an incredible, interactivity and creative use of technology.

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• teachers and principals work best on problems they have identified for themselves;

• teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently;

• teachers and principals help each other by working collaboratively;

• working with colleagues helps teachers and principals in their professional development.

Heidi Watts, Antioch Graduate School

Read more about the process . . .

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Imagine the school of tomorrow. How would you design it? How would you integrate creativity, problem solving, collaboration, participation, and put all the tools together to help this happen? Explore the School 2.0 web site to see what some are imagineering.

This course is an overview of technology in education, including expanding skills in common classroom applications and developing skills and understanding in the use of learning management systems. Educators will apply technology skills to improve their teaching performance.

Learning Goals

Upon the successful completion of this course, you will be able to:

1. Use a multimedia computer system with related peripheral devices;
   • Complete Operating System Checklist
2. Apply the use of technology productivity tools, information access and delivery tools, and technology-based resources to an instructional setting;
   • Complete Wordprocessing Checklist
   • Create a document and track changes
   • Create a MindMap
     • Download FreeMind
     • Create a blog entry reflecting on experience
   • Create a blog at WordPress.com
     • Make an about page describing yourself
     • Make an entry highlighting your use and ability with technology
     • Add a Delicious.com Widget to showcase your bookmarks
       • Support Page
   • Create a Delicious.com social bookmarking web page
     • Web Site
     • Support Video
3. Analyze copyright laws and regulations as they pertain to an educational setting;
   • Watch Copyright and Fair Use Video
   • Examine Creative Commons
     • Support Videos
   • Create a blog entry detailing your understanding of copyright, fair use and Creative Commons
4. Explain national, state, and local district learning standards and how they align with each other;
   • Examine State Technology Standards
   • Examine National Technology Standards
   • Reflect on your understanding the standards in a blog entry
5. Analyze major concepts taught in your subject area and how technology may support the delivery of those concepts;
   • Examine online educational technology resources for examples of technology integration
     • Online Magazine List Handout
     • Reflect on your findings in a blog entry, cite your sources with a link to the article or web page
6. Apply the use of technology to the teaching and student learning of major concepts and learning objectives reflected in national and state guidelines;
   • Create or modify a non-technology integrated lesson plan with technology integrated
   • Publish the lesson on your blog
     • Either attach a Word Processed document or include the content in a blog entry
7. Describe the historical development and important trends affecting the evolution of technology and its future role in society.
   • Examine trends in educational technology
     • What is Web 2.0?
     • What have people done and what are people doing?
     • Create a blog entry highlighting your findings
   • Create a philosophy statement justifying your use of technology
   • Create an autobiographical slideshow
     • Examine right brain left brain research
       • PresentationZen.com
     • Examine good presentation style
       • Read Creating Presentations That Don’t Suck
     • Include your name and details about yourself you would share at a parent night.
     • 10 to 20 slides in length.
   • Publish slideshow at Slideshare.net

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