Team Members: Bryna Thomson, Lara Gajkowski, Sheryl Janning, Katie Becker, Julie Riggs, Michael Cummings
Community: Dublin-Dallas Year 1, 2010-2011
Through peer to peer training, online tutorials, our own information-sharing Wiki, and ongoing investigation into the issues surrounding digital citizenship and 21st century learning, we intend to promote interest in and proficiency with technology, collaboration, and responsible digital research and communication. Through self-evaluation and discussion, we have determined that the logical place to begin is with faculty and staff, who will address student needs more effectively when they have investment and confidence in the necessary and inevitable shifts in education. Through history with initial integration of technology in our school, we have recognized the need for a comprehensive digital citizenship agenda as well as training in the most effective uses of resources.
- Problem, Issue, or Possibility
- Objectives and Assessment
- Implementation Plan
- Evaluation and Results
- Recruitment of team for PLP and attendance at PLP kickoff
- Participation of team in NING and Eluminate sessions.
- Peer-to-peer inservice with an emphasis on technology and collaboration
- Staff survey to assess inservice
- Development of Wiki
- Subscription to Atomic Learning
- Evaluation of ISTE.nets and Board objectives for integration of continued technology based learning.
- Examination of some pre-packaged Digital Citizenship curricula
- Scripted, filmed, and edited Our Journey
- Put together presentation board/movie screen
- Participation of all faculty in Atomic Learning, school Wiki, peer-to-peer training, and development of interest-based lessons
- Implementation of safe, effective digital citizenship curriculum and policies
- Creative sharing of technology
- Established minimum requirement of technology professional development for teachers
- End-of-year inservice for teachers to kick-off new technology initiatives
We have understood better than ever that technology alone is not sufficient unless there is a viable strategy for using it effectively and are resolved to continue investigating tested applications so that we can present our faculty with strategies as well as equipment and access. We are clear that professional development is crucial. We have increased the number of people on our technology advisory team and have more people engaged in technology than previously.
One of our team members attended a conference on Learning and the Brain and came away with the sense that studies of brain science are significant in decisions about using technology. Other members of the team attended a technology fair and learned about new possibilities for implementation.
We have collected and begun to evaluate existing digital citizenship programs, knowing that this is key to freer access to online opportunities. We have gained confidence in ourselves as leaders and visionaries. We know that we can conduct peer-to-peer training without being masters of every technology available. We know that our experience and perspectives can help spark discussions and build relationships for future change. We are putting together a packet of summer reading for all staff, have planned training on the new software before the end of the year, have begun our own wiki for our staff, and have participated fully in the PLP program to broaden our understanding of the issues and attitudes prevailing in the changing field of education.
About Action Research Projects
Action research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:
- Disciplined inquiry into a problem or possibility within the school or classroom
- Collaborative and usually takes place in a community of practice
- Meaningful, positive, and reflective
- Data-driven, action-based, improvement-focused
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