Problem Statement
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Viewing the under-use of technology resources on my target campus for the past three years led me in action research cycle one to use an online survey instrument to better identify specific staff needs regarding resources already available on our campus.  Though achieving a high participation rate in the survey was a struggle for me and required a great deal of effort, the final result was almost 88 percent participation by the classroom teachers.  The resulting data was divided into six areas for examination including hardware use, competencies, obstacles to technology use, greatest impact of technology use, attitudes toward technology use, and personal examples of best practices in technology use.  The data was further broken down into blocks of teachers according to their grade levels taught or special assignment for use in cycle two.  This data, I felt, would assist me in designing better opportunities for teachers to experience technology integration into the curriculum and in their professional responsibilities.  It could, in fact, offer a push toward an even higher chance of success on a campus which had already achieved recognized status toward being rated as exemplary. With these technology questions answered and professional development provided, teachers could encounter new ways to increase student engagement, new means for producing content delivery, more efficient ways to communicate within the learning community, and more effective management practices utilizing technology tools which are currently available to them. The purpose of my action research project is to increase the use of available technologies for instructional purposes in elementary classrooms, and examination of the survey data from cycle one provided a strong foundation to consider as a lead into the second cycle of my action research. 

Cycle 2 Question

Will providing opportunities for professional development increase teachers’ knowledge base for technology integration?

My Actions, Cycle 2

Survey data provides a unique window into the minds and systems of a community of practice.  For this reason careful examination of the data is critical in achieving a realistic view for use in action research.  Since, as a part of cycle one, I divided the survey result into its components, I had a fairly accurate view of each of the six areas surveyed.  It was the breakdown of the data, however, by teacher groups according to their grade levels taught or by special assignment that I focused most of the actions for my second cycle.  This presented the basis for a communication opportunity between the teachers and me as we collaborate to increase technology integration and make it more effective in its use.  Prior to this time, I could come to teachers with an idea of my own, demonstrate for them a new hardware or software, or answer questions which they asked directly, but never had a basis for saying to them, “Look, this is what you have told me that you need and want to improve your teaching practices, and I am here to offer help.”

Each technology integration specialist in the Round Rock Independent School District was offered a sum of money according to the school’s student population to provide substitutes for teachers while receiving technology professional development.  The professional development would have to focus on a given set of hardware and software options which we had created in a previous meeting and had agreed was our main line of focus among the members of our community of specialists.  The school for which I am focusing my actions during research would receive the sum of one thousand fifty dollars for this purpose.

With this sum of money in mind, I looked at the number of teachers for whom it would be possible to provide out-of-class time for professional development related to the cost of paying substitutes.  Our district pays each substitute seventy-five dollars for a day of service, and thirty-seven fifty for a half day.  This told me that I would be able to pay for half-day substitutes for each teacher in grade levels K-5 plus specials teachers including music, art, and physical education/wellness.  The special education teachers including functional life skills teachers are funded separately and are trained by different staff, so even though their needs were assessed in my survey, they would not be provided the same half day of training through my funds.

I sent an email to each of the team leaders for the grade level departments and included specials.  In the message, I asked that they set up a time for me to meet with their teams either during their long planning period or after school.  During this time, I told them, we would look specifically at their survey data and plan a customized agenda for their half day of training and set a date for the professional development.  A promise of minimally nutritional food at the meeting was my enticement to take time from their routines for this discussion.  The first email resulted in scheduling three of seven teams immediately, and a follow-up email reminder almost a week later placed three more team meetings on my calendar as well.  Only one team leader continued to procrastinate in scheduling a team meeting time, and the treatment of this team became a separate issue resolved by talking to one active member of the team who, because of the lateness of the team’s response took the initiative to schedule a training day on behalf of the team without a data meeting.

The first groups of teachers with whom I met were morning groups, so I brought muffins and juice to help create a comfortable, collaborative environment.  As a team, we went through the survey results one question at a time, focusing specifically on the areas which indicated need.  One of the things we noticed as we went through was that the fact that a group overall did not use a specific hardware did not necessarily indicate a weakness.  Each group of teachers has its own specific tasks to accomplish, and not all technologies are necessary or even helpful in taking care of those tasks.  The specials team, for example, felt that it wasn't critical that they know how to use the data projector, and the only one who did use it in her class already knew how and agreed to be the team go-to person if another team member developed a need to use it.  Instead, they focused on the need to understand communications tools better such as the finer points of our Lotus Notes email system.  By using the data from the survey and personal meeting times, I feel that we are better able to plan a productive half day that teachers will find applicable to their needs at work and will, in turn, benefit the school's mission.  Continuing the team meetings, I brought candy and drinks for afternoon meeting groups, and found that they were equally interested in receiving more training, but were also less energetic than the morning meeting groups who asked more general questions related to technology.

Throughout the planning meetings, I found a exceptional opportunity to touch base with groups of teachers in a way which, because of the small size of the group and the informality of its setting, allowed them to ask questions related to technology which were on their minds but had never been asked because they were not specific to daily routines.  Teachers wanted to know about the district refresh cycle which brings in new computers for them on a rotating five-year plan, for example.  They were glad to find out that they would receive new computers next spring, and then launched the question about keeping their old teacher machines and lab machines for possible classroom use, giving me the chance to discuss the school district’s view of maintaining the old machines, and what action would be required on our part to make that happen.  These were like teachable moments in a classroom when a teacher has a chance to diverge from the planned discussion to discover what questions are really weighing on the minds of students.  Because these meetings made me realize that teachers have a need to know beyond what I have been offering to them, this was a springboard opportunity to add to my cycle three actions and provide more chances for me to connect with teachers and for teachers to connect with each other in new and varied ways keeping technology information fresh and engaging.

Once the initial data meetings with teams had been completed with the exception of one group that never met with me prior to their training day, the agenda on which we collaborated appeared as follows:

• What did you learn today that was completely new to you? 
• How will you use what you have learned?
• How will I know that you are using this training? 
• Would you like more time to explore any of the learning from today? 
• What kind of follow-up can I offer that will help you the most in using campus technology?

Some of their responses were consistent with the questions, but tended to follow the questions to the letter such as in this response from fourth grade teacher Michelle N. whose email responded, ”1. TurningPoint  2. I can use this by subject area, or even better yet through integrating new skills and reviewing.  3. Really, I'm not a tech person, so any "buzz" I hear is the thing to learn about, is really very interesting to me. I want to learn as much as I can be introduced to.  4. It will be evident in my lesson plans when I use the Turning Point.  5. I'm o.k. for now. But any questions I'll need answers to, I know where to find you. “ 

Other responses to the questions were more helpful to me as evidenced by Gigi S. who said, ”Did I learn anything? You're kidding, right?! Each time we meet, I feel as if I'm in school again. Your lessons are so well-planned. Each time, we not only leave with more experience with technology, but we leave with something we can use in our classroom. I will use the TurningPoint lesson I planned today as a review session at the end of the next novel unit. The kids will love it because they won't even know they're learning - a must after TAKS!
We need more of these sessions during the workday instead of after school. We were fresh and ready to learn. Because you provided an agenda prior to the meeting, we knew what to bring and it was most productive. I hope the school district will provide us with this time about three to four times each year. In the future, I would like to explore ways to incorporate online pen pals from other parts of our country. Please look on our shared drive in our folder for Turning Point to see my review. I'm very proud - and as we discussed - it's so "this year's color".  I know I will have questions - when you're not there as my safety net, I'll just use speed dial!” 

From all of the responses, however, I learned that largely teachers were most impressed with and excited about the technologies which they felt would benefit them in lesson presentation.  These included the digital projector, TurningPoint software which is used with interactive response devices, and the Mimio whiteboard presentation device.  Other interests included softwares which would provide technology integration opportunities for students including NetTrekker for research, Kidspiration for writing and mapping activities, and the Texas Math and Science Diagnostic System which is an online software for creating customized online activities, quizzes, and tests related to the Texas Essential Knowledge and Skills as well as the integration opportunities we brainstormed using the digital cameras.  Finally, the two groups who wanted more training for our Lotus Notes email system were amazed with what they were able to accomplish in their own organizational skills and communication productivity.

Answering the Cycle 2 Question

Did providing opportunities for professional development increase teachers’ knowledge base for technology integration?  Evidence to this point indicates that teachers had a very positive response to their half days of technology professional development training.  First, their reflective emails, all of which I will make available in my final presentation, indicated that they appreciated the opportunity to be a part of planning their own professional development based on their needs as expressed in the online survey of cycle one, and in our planning meetings.  Also, teachers expressed that they felt that they learned more in a relaxed environment during the school day when they had time for hands-on learning and could practice with their actual classroom materials. 

Additionally, the comments and questions which I have received after the trainings have shown me that teachers are, in fact, thinking about and applying their new knowledge.  One of the second grade teachers, for example, has brought to me some printed copies of cooperative math problem solving activities which she has used with her class and a brainstorming activity which they completed over a period of days, both using the Mimio.  She explained that this was especially helpful for her English Language Learners (second language students) and also provided copies of missed class discussions for students who had been absent.  Even the assistant principal called me to ask for a special training for him using the Mimio because several teachers had told him about it and about how they felt that it would be useful in faculty meetings and during their student and team data meetings.   Teachers who learned the finer points of our email system have sent brighter and more noticeable messages to the full faculty and have commented that the calendar function has already been helpful, especially for the reading specialist who sees many small groups each day.
 
Reflective Thinking

Using campus-specific data and face-to-face meetings with teachers to plan and produce professional development has shown me how receptive most teachers can be to personal and professional growth.  I have always heard trainers complain about groups and individuals who do not respond well to their professional development sessions, and about how rude and immature some of these teachers can be.  This has even been part of my experience when I am presenting a technology initiative from the district or state to the faculties I serve, and especially those initiatives tied to a timeline which must be given in a large group setting.  Given the opportunity to have a voice in their training and time to practice and reflect upon it, the teachers with whom I worked cooperatively were quite open to new ideas, new technology, and opportunities to change the way they worked both in professional responsibilities and in planning and implementing student lessons.  Even those teachers in the one group which did not have a data meeting to plan its agenda felt that their team leader and I had assessed their needs well and they had a productive learning time during professional development.

The timing of the sessions which we planned indicated to me, as I had predicted, that a half day was a good amount of time for this form of professional development training.  The teachers were fresh, productive, and engaged during the entire time, but seemed to need after the half day to get back to their classes, take time to reflect, practice the applications, and then come back to it at a later date with more questions, suggestions, and perhaps ready to add more to the basic knowledge base.  A mind, being like a sponge, can only absorb so much at one time.

It was evident to me during the training times that the teachers felt that it was okay for me not to know everything about all of the technologies or for me to be able to answer every question they asked as long as I tried and told them that I would explore more and get back with them so that we could find answers together.  This was another advantage to the small group setting because in front of a large group, a trainer feels more compelled to be the “sage on the stage”.  Additionally, when the technology froze or didn’t work as expected at the moment of presentation, instead of being embarrassed by this, I learned that it provided an opportunity for the teachers to see that sometimes technology doesn’t work for all of us, and they could see that I had frustrations, but would work through them methodically.

Giving teachers an opportunity to reflect made me feel disappointed in the result at first.  I did realize, however, that they had not been given much instruction on reflective thinking, but that the results were still helpful to me in my learning and planning for my third cycle as well as for refining this training process for next year.  Given the same circumstances, I still would not use much of their technology training time to talk about reflective writing, but if they are offered this opportunity increasingly in the future, I believe that these educators will begin to see the benefit, improve their writing, and perhaps grab the opportunity to use it with their own students to help assess learning.

Preparing for Cycle Three

After what I feel was a successful set of training sessions, I plan to use the momentum gained to renew the desire to learn, and to generate a feeling of community among the educators on campus.  During cycle three of my action research, I plan to answer the following questions:

1. Will the development of community sharing/reflective opportunities increase technology integration?
2. Will recognizing and rewarding expertise in the community of teachers increase their use of technologies?

Reference:

Technology Use Survey Data (Excel Workbook)