Action Research Project

Action Research ProjectI m p r o v i n g t h e I m p l e m e n t a t i o n a n d U s e o f

Te c h n o l o g y w i t h i n t h e S c h o o l D i s t r i c t

B y A d a m K . H a l e m a n o , J r .

Introduction

Action Research ProjecttheI m p l e m e n t a t i o n a n d U s e o f T e c h n o l o g y

Intro Study Analysis Solution

Problem Statement

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Results

The problem is that many educators within the school district lack the necessary skills and training needed in the implementation and ongoing use of technological educational tools within the classroom setting.

Purpose

The purpose of this study is to determine which solution strategy would prove effective in developing technical skills and providing adequate training for our educators within the school district.

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Introduction



Description of Community

Results

The community is located in the southwest region of the continental United States.

Over the past 5 years, the school district has experienced a boom in the local population due to an influx of young families, planned housing developments, and commercial real estate projects.

This has brought with it high curriculum expectations from parents and other vested stakeholders within the community.

C h a p t e r I

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Introduction


Intro Study Analysis Solution Results

The community is experiencing steady development from an austere ranch and trendy resort styled community to a thriving modern suburbia.

The population has increased from an approximate 28,929 in 2000 up 73.6% to 50,267 in 2009 with an averaged 6.9% increase annually.

The community is committed to providing a wealth of occupational opportunities and progressive technologies geared toward young families with children.


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Introduction



The school district has experienced a fair amount of growing pains due to the population boom over the past 5 years.

The school district is comprised of 14 elementary schools; five middle schools; three comprehensive high schools; and four alternative education schools.

The school district encourages community involvement in education through local and regional pedagogic associations, business participations, and parent volunteer programs.

The student population is approximately 22,000 children.


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Introduction



The school district goals are focused on academic excellence for all students.

The school district emphasizes the need for students and educators to be treated with dignity, courtesy, and respect in an educational environment that is physically and emotionally safe and healthy.

The staff of educators and administrators is comprised of approximately 3,000 permanent and substitute employees.

The district believes that “every student, parent and employee shall be empowered and held accountable for their role in the teaching/learning process.”


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Introduction! References



C h a p t e r I

Results

The school district goals are focused on academic excellence for all students. The district’s mission statement is as follows:

“Our mission is to provide equitable, world-class, educational opportunities for our diverse population of students in a safe,

healthy and effective learning environment through a collaborative commitment of students, family, school district

staff, and community “

District, 2009


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The school district goals are focused on academic excellence for all students.

The district believes that “every student, parent and employee shall be empowered and held accountable for their role in the educational process”.

The school district emphasizes the need for students and educators to be treated with dignity, courtesy, and respect in an educational environment that is physically and emotionally safe and healthy.

The school district encourages community involvement in education through local and regional pedagogic associations, business participations, and parent volunteer programs.


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The research project will take place at one of three elementary schools located in this suburban community.

The student population of the school is approximately 851 students.

The cultural composition of the school is approximately 1% American Indian, 6% Asian, 23% Hispanic, 3% Black, 64% White, and 3% unidentified.

Eight percent of the students qualify for free and 8% qualify for reduced lunches.

There are forty-three full time educators assigned to a combined even ratio of male to female students.


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The writer holds a Bachelor’s of Science in Information Technology.

The writer has over 16 years experience working with various computing systems, network topologies, industry standard database solutions, and proprietary software applications.

The writer’s role within this medium sized school district is the lead position of technology director, primarily responsible for ensuring that all district educators meet the fundamental requirements for operating software and hardware systems integrated in the class curriculum.

Writer’s Role

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The writer is an experienced technical consultant to the school district superintendant.

The writer is responsible for the design and implementation of a district wide software system that enhances the class curriculum through efficiency and effectiveness.

The writer is responsible for providing the necessary training and support to both the administrative and educational departments.

The writer conducts quarterly survey studies as a method of assessing whether there are any substantial technical issues and or concerns that might inhibit an educator from being positive and productive.

Writer’s Role

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Study of the Problem! References



C h a p t e r I I

Results

Educators lack the technical ability to facilitate the class curriculum.

Educators with limited technical skills can easily become quite frustrated by the process.

Educators who are inexperienced in the use of technology lack confidence during the lessons.

Educators who adamantly adopt conventional methods of teaching are generally prone to exhibit a lack of interest and accordance with the use of technology driven curriculums.

Problem Description

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Nineteen out the 43 educators (44%) have difficulty incorporating computer technology in to their planned curriculums.

Twelve out of the 43 educators (28%) have expressed serious frustration and concern for having to integrate technology in to the curriculum.

Twenty-four out of the 43 educators (56%) tend to fall behind in their daily schedule due to lost time spent frustrated and perplexed by the imposed technology.

Six out of the 43 educators (14%) have reverted to conventional methods of conducting their classes without technological aids.

Problem Documentation

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C h a p t e r I I

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43 43 43 43

19

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Technology Related IssuesTotal Actual




The implementation and ongoing use of technology by educators within the classroom setting has had limited success to date. This problem is broken down in to the following four sections:

1. Research suggests that computer anxiety (CA) is a possible contributor toward an educator’s limited acceptance of technology within a traditional classroom. Educator’s would rather abandon the use of technology within the classroom rather than cope with having to nervously muddle their way through a lesson.


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2. Research suggests that computer self-efficacy (CSE) is a direct and indirect behavioral contributor towards an educator’s intention to use technology within a traditional classroom setting. If an educator fails to believe in his or her ability to execute a computer related action in relation to a specific goal, the intention can be questioned and the action impeded.


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3. Research suggests that an educator’s experience with the use of technology (EUT) plays a direct and indirect role in the acceptance and integration of technology within a traditional classroom setting. There is an accord among researchers that there is a direct correlation of (CA) and (CSE) among educators with limited computing skills.


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4. Researchers suggest that an educator’s perception and attitude of a computer’s usefulness (PACU) greatly influences his or her approach toward it. While anxiety, confidence, and experience are important factors in an educator’s acceptance of technology, an educator who harbors preconceived negative perceptions of technology can influence its implementation and ongoing use within a classroom setting.


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There are a number of specific causes that lead to an educator’s inability to implement technology within a traditional classroom setting.

Educators with limited technical skills lack the ability and or interest in utilizing technology as a pedagogic classroom tool.

Educators who are unable to perform basic computing tasks are technically limited in their effectiveness in conducting a technology driven lesson.

Causative Analysis

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Educators with limited technical skills lack the ability and or interest in utilizing technology as a pedagogic classroom tool.

Educators who do not have a computer at home or limit their access to computers are generally found to be inexperienced and intimidated by technology.

For lack of technical experience, educators with long tenures within the field of education tend to question the value and necessity of technology.

Causative Analysis

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Educators with a negative perception of technology will abandon its use within the class.

Educators believe that technology is inherently problematic due to valid concerns regarding system instability, security, and support.

Educators believe that pedagogic methods are being forced to adhere to technology rather than technology working to compliment the curriculum.

Educators feel that technology minimizes their effectiveness in their role as facilitator of the lesson when they feel undermined by technologically savvy students.

Causative Analysis

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Educators do not modify the curriculum and or teaching methods to reap the benefits of using technology within the classroom setting.

Educators do not have the proper technical skills and training to make appropriate curriculum modifications.

Educators have little to no interest in participating in the integration of technology with the current class curriculum.

Educators are not made aware of the beneficial efficiencies associated with the use of technology as a teaching tool.

Causative Analysis

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Outcomes and Analysis! References


Study Analysis Solution

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Goals (Expectations)The majority of elementary educators, when provided with adequate levels of technical training and support, will demonstrate greater self-confidence, exhibit a more positive attitude, and be more receptive to the usefulness and integration of technology within a classroom curriculum.

Expected Outcomes (i.e., Measurable Objectives)Several specific outcomes will be achieved by educators lacking technical skills and experience when provided with adequate levels of technical training and support.

Outcomes and Analysis

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C h a p t e r I I I

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No more than 7 of the 43 educators (16% or less) lacking technical aptitude and provided with adequate levels of technical training and support will have difficulty incorporating technology in to their planned curriculums.

No more than 6 of the 43 educators (14% or less) lacking technical aptitude and provided with adequate levels of technical training and support will feel the need to express serious frustration and concern for having to utilize the required Microsoft SharePoint software.


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C h a p t e r I I I

ResultsIntroA

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No more than 5 of the 43 educators (12%) lacking technical aptitude and provided with adequate levels of technical training and support will fall behind in their daily schedule due to lost time spent attributed to personal inexperience and technical related issues.

No more than 3 of the 43 educators (7%) lacking technical aptitude and provided with adequate levels of technical training and support will revert to conventional methods of conducting their classes without technological aids.


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C h a p t e r I I I

ResultsIntroA

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This is the number of educators that will incorporate technology into their planned curriculums as evidence on the electronic ilessonplan software.

This is the number of educators that will express less frustration and concern as evidence by an increase in confidence and proficiency while utilizing the Microsoft SharePoint software.

Measurements of Outcomes

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C h a p t e r I I I

ResultsIntroA

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This is the number of educators that will not fall behind in their daily schedule as evidence by a decrease in lost time due to significant improvement in technical knowledge and supplemental 24/7 help desk support.

This is the number of educators that will not revert to conventional methods of conducting their classes as evidence by the positive acceptance and ongoing use of technological aids within the class.

Measurements of Outcomes

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C h a p t e r I I I

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Scores from the pre-test and post-test evaluations will be calculated and contrasted as a method of measuring cognitive improvement in the form of acquired technical knowledge.

Charts, tables, and graphs will display data visually comparing pre- and post-implementation data (tests and questionnaires) for each of the four independent objectives.

Four independent z-tests associated with each goal objective will be used to compare pre- and post-implementation percentage data to see whether there is an increase at the .05 level of significance (the finding has a five percent chance of not being true).

Analysis of Results

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Solution Strategy! References



C h a p t e r I V

ResultsIntroS

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Educators lacking in technical knowledge and experience benefit by increasing technical training and support.

Educators’ attitude toward computer technology is greatly improved when a relative and pragmatic approach is applied, showing the usefulness and effectiveness of technology with proper training and support.

Educators are found to be less anxious around computer technology when provided with proper training and support.

Educators are found to be more confident in their ability to conduct lesson plans that require the integration of computing technology with proper training and support.

Discussion

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C h a p t e r I V

ResultsIntroS

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Educators are found to be more receptive to the integration of technology within the classroom curriculum.

When educators receive comprehensive training and supplemental support in the integration of technology within the classroom curriculum, they become more positive and attitudinally committed to change.

With the implementation of educator-based technical support teams within the school, educators are not left feeling alone and helpless in their endeavor.

With added technical knowledge and experience, educators will begin to understand and modify their curriculum to better suit the benefits and efficiencies of technology integration within the classroom.

Discussion

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C h a p t e r I V

ResultsIntroS

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Educators with more technical knowledge and experience are found to be more positive in their acceptance of technology in the classroom.

Educators who have access to and utilize a home computer for personal use are found to be more positive toward technology.

Educators have improved positive attitude toward technology when there is strong administrative and financial support in the form of training, support, and guidance.

Discussion

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C h a p t e r I V

ResultsIntroS

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Educators with more technical knowledge and experience are found to be more positive in their acceptance of technology in the classroom.

Educators have improved positive attitude toward technology when there is strong administrative and financial support in the form of training, support, and guidance.

Educators who are shown the relevance of computer technology in relation to their respective pedagogic field are found to be more positive.

Discussion

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C h a p t e r I V

ResultsIntroS

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Educators are found to be successful in the implementation and ongoing use of technology when they are provided with strong administrative, financial, and peer support.

Strong administrative support for educators can be utilized to encourage training in effective curriculum design in the integration of technology within the classroom.

Administrators who provide their educators with additional time and opportunities to develop their technical knowledge and hands-on experience are more successful.

Discussion

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C h a p t e r I V

ResultsIntroS

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Educators are found to be successful in the implementation and ongoing use of technology when they are provided with strong administrative, financial, and peer support.

Educators who participate in partnership driven technical support groups are found to be emotionally and pedagogically successful in promoting a culture of technology within the school.

Educators who are provided with technical educational material (i.e. books, magazines, weekly fliers, website knowledge base, et al.), are found to be successful.

Discussion

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C h a p t e r I V

ResultsIntroS

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Several approaches to improving the success rate of educators in technology driven settings can be realistically implemented.

Educators who lack technical skills and experience can be instructed in fundamental computing techniques that would enable them to be more proficient in implementing a curriculum plan within the classroom setting.

Educators will receive additional support from peer-based partnership programs that aids in developing employee morale through the sharing of knowledge and experience.

Description of Selected Solutions

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C h a p t e r I V

ResultsIntroS

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Several approaches to improving the success rate of educators in technology driven settings can be realistically implemented.

Special technical staff will provide training to educators in their respective fields.

Training will be given on effective curriculum modifications and evaluative options.

Educators will receive specific technical training and information relative to their respective field of expertise to aid in curriculum modification planning.


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C h a p t e r I V

ResultsIntroS

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Educators with limited technical knowledge and experience will receive comprehensive technical computer training.

Educators will be instructed in basic computer terminology and computing skills.

Educators will be instructed in the technical advantages and benefits of computing.

Educators will receive in-depth instruction on the integration of computer technology within a classroom curriculum.


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C h a p t e r I V

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Educators will receive training in effective communications and team oriented strategies.

Educators will attend team building video seminar sessions (i.e. John C. Maxwell’s “The 17 Indisputable Laws of Teamwork” and “The 17 Essential Qualities of a Team Player”).

Educators will be required to attend technology-based lectures geared toward understanding the benefits and advantages associated with technology within the classroom setting.


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C h a p t e r I V

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Educators will receive training in effective communications and team oriented strategies.

Educators will attend team building video seminar sessions (i.e. John C. Educators will be required to attend philosophy-based lectures that teach educators about contemporary learning methods that cater to the integration of technology within the classroom (i.e. Jean Piaget’s Constuctivism Learning Theory).

Educators will be required to participate and become members of computer technology integration teams that practice collaborative guidance and support.


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C h a p t e r I V

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Educators will receive the following supplemental support.

Educators will be provided with more time and hands-on opportunity to become more proficient with computer technology by way of financial support.

In addition to team oriented support, educators will also be provided with 24/7 professional help desk support to answer questions and provide assistance with technical issues beyond the scope of common knowledge.


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Results and Recommendations! References


Study Analysis SolutionR

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C h a p t e r V

ResultsIntro

Within the social context associated with student behavior and attitude, we as educators must be cognizant of the hidden curriculums that thrive within the institutional culture and climate of our educational system.

As fair-minded and conscientious educators, we must be perceptively keen and protectively vigilant to the highly influential and potentially prejudicial social impact that this hidden curriculum has on our students.

If we are not mindful of our actions and choices, we could find ourselves fostering to a lesson plan that is neither approved nor desired, in lieu of our intended goal in keeping the best interest of our students in mind.

Study Results

Reference Sources! References

Ball, D. (2008). An empirical investigation of the contribution of computer self-efficacy, computer anxiety, and instructors' experience with the use of technology to their intention to use emerging educational technology in traditional classrooms. Ph.D. dissertation, Nova Southeastern University, United States -- Florida. Retrieved September 2, 2009, from Dissertations & Theses: Full Text.(Publication No. AAT 3297720).

Chea, Sophea (2006). Understanding the roles of emotion in technology acceptance. Ph.D. dissertation, University of Hawai'i at Manoa, United States -- Hawaii. Retrieved September 2, 2009, from ABI/INFORM Global.(Publication No. AAT 3216051).

Community. (2009). Title I community statistics. Yearly demographic 2009-2010. Retrieved September 2, 2009, from http://www.lake-elsinore.org/

R e f e r e n c e S o u r c e s


Study Analysis Solution ResultsIntroS

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District. (2009). Title I district statistics. School year 2009-2010. Retrieved September 2, 2009, from http://www.leusd.k12.ca.us/

Dockstader, J. (2009). Teachers of the 21st Century Know the What, Why, and How of Technology Integration. (Technology Information). The Journal (Technological Horizons In Education) 26, 6: p73. Retrieved August 30, 2009, from General OneFile via Gale: http://swtuopproxy.museglobal.com/MuseSessionID=34785b60fc72a14b57462eaccf2669e7/MuseHost=find.galegroup.com/MusePath/itx/retrieve.do

D'Silva, R. (2006). Reading by bits and bytes: The Use of Computer Reading Software in Classrooms. English Quarterly, 38(4), 15-25. Retrieved September 2, 2009, from CBCA Complete. (Document ID: 1298955861).




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Harvey-Buschel, P. (2009). A quantitative examination of factors that impact technology integration in urban public secondary mathematics classrooms. Ed.D. dissertation, Bowie State University, United States -- Maryland. Retrieved August 31, 2009, from Dissertations & Theses: Full Text. (Publication No. AAT 3365812).

Holden, H., Ozok, A., & Rada, R. (2008). Technology use and acceptance in the classroom: Results from an exploratory survey study among secondary education teachers in the USA. Interactive Technology and Smart Education, 5(2), 113-134. Retrieved September 2, 2009, from http://swtuopproxy.museglobal.com/MuseSessionID=926422a6ba0c1776cb185f6e2dcad73/MuseHost=www.emeraldinsight.com/MusePath/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/3630050203.pdf




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Kitchenham, A (2006). Teachers and Technology: A Transformative Journey Education. 4: 202-225. Retrieved August 30, 2009, from http://jtd.sagepub.com/cgi/content/abstract/4/3/202

Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, Transfer, and Teaching: The Impact of a Single Technology Course on Preservice Teachers' Computer Attitudes and Ability. Journal of Technology and Teacher Education, 16(4), 385-410. Retrieved August 31, 2009, from Research Library. (Document ID: 1653161261).

Ma, Y., Lai, G., Williams, D., Prejean, L., & Ford, M.. (2008). Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates. Review of medium being reviewed title of work reviewed in italics. Journal of Technology and Teacher Education, 16(4), 411-431. Retrieved August 31, 2009, from Research Library. (Document ID: 1653161271).




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Rice, M.P., Johnson, D., Ezeil, B., & Pierczynski-Ward, M. (2008). Preservice teachers’ guide for learner-centered technology integration into instruction. Interactive Technology and Smart Education, 5(8), 103-112. Retrieved August 31, 2009, from http://swtuopproxy. museglobalcom/MuseSessionID=d9fe4871fca3a18de7d77589afa7e73e/MuseHost=www.emeraldinsight.com/MusePath/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/3630050202.pdf

Setting. (2009). Project site statistics for 2009-2010. Retrieved from http://www.publicschoolreview.com/school_ov/school_id/93180

Williams, C.K. (2006). An investigation of attitudes of K--12 teachers toward computer technology use in schools in a rural Mississippi district. Ph.D. dissertation, Mississippi State University, United States -- Mississippi. Retrieved September 2, 2009, from ABI/INFORM Global.(Publication No. AAT 3240162).




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Action Research Project

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