Making Teachers’ Voices Heard: Empowering Innovative Florida Teachers Fall 2006 Florida Laptops for Learning Project

Making Teachers’ Voices Heard: Empowering

Innovative Florida Teachers

Fall 2006Florida Laptops for Learning Project

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Statewide Evaluation Plan

1. What models (including technology implementation and professional development efforts) of one-to-one/laptop/portable/wireless computing were implemented in 11 districts involved in a statewide initiative?

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Statewide Evaluation Plan

2. How does the integration of laptop computers influence (1) student-centered teaching practices (i.e. project-based teaching practice,cooperative, collaborative), (2) tool-based technology integration (i.e. graphic organizers, digital images, digital video, digital audio, podcasting, digital storytelling) & (3) student achievement (i.e. standards based learning)?

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Statewide Measures

Tech. Imp. / PD Proposals, Interviews, Survey, STAR

Student-centered Classroom Visits (SOM, AR)

Tools-based SCU, AR

Student achievement AR, FCAT

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What is Action Research?

A process by which teachers are able to communicate what is going in their classroom through systematic and intentional study

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Teacher research is…

• A method of gaining insight from hindsight. It is a way of formalizing the questioning and reflecting we, as teachers, engage in every day in an attempt to improve student learning.

» Brown, 1999. Reflective journal.

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Central Ideas in AR

• I am the central person in my research. • I am asking a real question about a real

issue, and I am hoping to move towards a solution.

• I am starting from where I am.• I am trying to bring about some

improvement. (McNiff, Lomax, & Whitehead, 1996)

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Rationale for AR

• Focus on classroom level issues

• Sharing effective classroom level practices

• Teacher voice

• Addresses much of what is lost in “traditional” evaluations

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The Goals of AR

• Gaining insight• Developing ability to reflect systematically• Effecting positive technology-related

changes in the classroom environment • Improving student outcomes as they learn

with technology (Mills, 2000, pp.5-6)

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Start the Journey

Data Collection

Data AnalysisThe Write Up and

Concluding Thoughts

Share

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Start the JourneyChapter 2

Activity: Generate a Questions (p 16).

Data Collection

Data AnalysisThe Write Up and Concluding Thoughts

What is your passion?• Helping an individual child• Desire to improve curriculum• Developing content knowledge• Improve or experiment with teaching strategies and/or techniques

Share

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Finding Your Wondering

Complexity of Teachers’ Work in the Classroom

Felt difficulties and Real-World Dilemmas

Passion?

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Step 1: Example SSS: The student describes patterns of structure and

function in living things.Find more standards– Will a project-based learning activity designed to

facilitate 5th grade students’ understanding of the plants and animals on their school campus support learning at various levels of Bloom’s taxonomy?

Outcome: Field guide & multimedia documentary

http://etc.usf.edu/software

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Data CollectionChapter 4

How would you collect information about

the question (p 88)?

Data AnalysisThe Write Up and

Concluding Thoughts

Share


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Step 2: Data Collection

• Should be a part of rather than apart from classroom practices

• Create a time line to help keep the inquiry on track and ensure feasibility

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Step 2: Data Collection

• Possible strategies; use multiple when possible

-Test scores -Rubrics

-Journals -Artifacts (inc. digital)

-Anecdotal records -Informal interviews

-Focus groups -Reflective journals

-Field notes -Literature

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Step 2: Data Collection Example• Digital photographs of students working throughout the

process

• Examples of the various components of the unit from each group (i.e. initial research pages, storyboard of field guide and documentary, notes in composition books, and final copies)

• Informal questioning of the students regarding their feelings and understandings throughout the process

• A group journal completed by the students

• An observation journal for each group.

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Data AnalysisChapter 5

Look over all data collected.Draw conclusions

What does this tell?

The Write Up and Concluding Thoughts

Share


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Step 3: Data Analysis

• Most challenging part of process• Need to mesh data & gut reactions• Individual teacher decisions• Four step process

1. Descriptive2. Sense making3. Interpretation4. Implications

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Step 3: Data Analysis

1. Descriptive: Read and reread data to get an idea of what’s there

2. Sense-making by organizing data (See page 93)

3. Interpretation: statements that express what was learned and what it means. Supported by data (See page 95)

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Step 3: Data analysis example

• Finding 1: Sophistication of student knowledge increased as students progressed through stages of project development.

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“All plants are part of a balanced ecosystem. When you see a living plant, respect it as you would respect the people around you. So remember, don’t kill any Hopkins plants or any other plants in the world.”

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( 4) Implications or “So what?”

• Students are actively involved in learning and are participating in experiences that, in fact, do allow them to transfer their knowledge to various levels of Bloom’s taxonomy.

• In dysfunctional groups, students are still able to take away from the experience more than they would have if they had been reading from a book or listening to a teacher lecture.

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Chapter 6Write up what you have learned.

Create an action plan (p 107)

Share


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Step 4: Write Up and Conclusions

• New question: “In this project students learned more than I could have ever imagined and established a certain base level of content knowledge, however, not everyone learned the same things; is that okay? Is there a way to ensure every student gains the required core knowledge?” (Megan)

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Chapter 6Write up what you have learned.

Create an action plan (p 107)

ShareChapter 7

Let your voice be heard, make your findings

public (p 139).


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Step 5: Share

• Action in classroom

• Sharing in district

• Influencing statewide policy

• Professional dissemination via conferences & publications

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Step 5: Share Example

• This project was shared at a local and state conference, with scientists at UF who are interested in students’ learning of science and was transformed into an article currently accepted for publication in a newsletter.

• This teacher made her voice heard.

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References

Standards and Software: Tool-based software and Sunshine State Standards (http://etc.usf.edu/software/)

Action Research for Teachers (http://www.nefstem.org/teacher_guide/intro/index.htm )

http://etc.usf.edu/software/

http://www.nefstem.org/teacher_guide/intro/index.htm

Documents

Making Teachers’ Voices Heard: Empowering Innovative Florida Teachers Fall 2006 Florida Laptops for Learning Project