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

2. 2 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?

3. 3 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)?

4. 4 Statewide Measures Tech. Imp. / PDProposals, Interviews, Survey, STAR Student-centeredClassroom Visits (SOM, AR) Tools-basedSCU, AR Student achievementAR, FCAT

5. 5 What is Action Research? A process by which teachers are able to communicate what is going in their classroom through systematic and intentional study + =

6. 6 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.

7. 7 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)

8. 8 Rationale for AR Focus on classroom level issues Sharing effective classroom level practices Teacher voice Addresses much of what is lost in “traditional” evaluations

9. 9 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)

10. 10 Start the Journey Data Collection Data Analysis The Write Up and Concluding Thoughts Share

11. 11 Start the Journey Chapter 2 Activity: Generate a Questions (p 16). Data Collection Data Analysis The 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

12. 12 Finding Your Wondering Complexity of Teachers’ Work in the Classroom Felt difficulties and Real-World Dilemmas Passion?

13. 13 Step 1: Example SSS: The student describes patterns of structure and function in living things.Find more standardsFind 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

14. 14 Start the Journey Chapter 2 Activity: Generate a Questions (p 16). Data Collection Chapter 4 How would you collect information about the question (p 88)? Data Analysis The Write Up and Concluding Thoughts Share What is your passion? Helping an individual child Desire to improve curriculum Developing content knowledge Improve or experiment with teaching strategies and/or techniques

15. 15 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

16. 16 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

17. 17 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.

18. 18 Start the Journey Chapter 2 Activity: Generate a Questions (p 16). Data Collection Chapter 4 How would you collect information about the question (p 88)? Data Analysis Chapter 5 Look over all data collected. Draw conclusions What does this tell? The Write Up and Concluding Thoughts Share What is your passion? Helping an individual child Desire to improve curriculum Developing content knowledge Improve or experiment with teaching strategies and/or techniques

19. 19 Step 3: Data Analysis Most challenging part of process Need to mesh data & gut reactions Individual teacher decisions Four step process 1.Descriptive 2.Sense making 3.Interpretation 4.Implications

20. 20 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)

21. 21 Step 3: Data analysis example Finding 1: Sophistication of student knowledge increased as students progressed through stages of project development.

22. 22 “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.”

23. 23 ( 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.

24. 24 Start the Journey Chapter 2 Activity: Generate a Questions (p 16). Data Collection Chapter 4 How would you collect information about the question (p 88)? Data Analysis Chapter 5 Look over all data collected. Draw conclusions What does this tell? The Write Up and Concluding Thoughts Chapter 6 Write up what you have learned. Create an action plan (p 107 ) Share What is your passion? Helping an individual child Desire to improve curriculum Developing content knowledge Improve or experiment with teaching strategies and/or techniques

25. 25 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)

26. 26 Start the Journey Chapter 2 Activity: Generate a Questions (p 16). Data Collection Chapter 4 How would you collect information about the question (p 88)? Data Analysis Chapter 5 Look over all data collected. Draw conclusions What does this tell? The Write Up and Concluding Thoughts Chapter 6 Write up what you have learned. Create an action plan (p 107) Share Chapter 7 Let your voice be heard, make your findings public (p 139). What is your passion? Helping an individual child Desire to improve curriculum Developing content knowledge Improve or experiment with teaching strategies and/or techniques

27. 27 Step 5: Share Action in classroom Sharing in district Influencing statewide policy Professional dissemination via conferences & publications

28. 28 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.

29. 29 References Standards and Software: Tool-based software and Sunshine State Standards (http://etc.usf.edu/software/)http://etc.usf.edu/software/ Action Research for Teachers (http://www.nefstem.org/teacher_guide/intro/index.htm )http://www.nefstem.org/teacher_guide/intro/index.htm