The Snap and Read Debacle of 2017

I would like to first say that the Snap and Read Universal Chrome Extension is a wonderful tool and works very well if used in the way it was intended. The product is easy for students to use and includes many customization and personalizing options to increase ease and access for a diverse population of students. This post is not meant to be a criticism, only a reflection on lessons leaned when attempting to remove a support system and replace it with something completely different.

I am and always will be a teacher. No matter what I choose to do in this life, I will at my very core, be a person in this world who seeks out the potential of others in an attempt to allow them to see it as well and foster it together. I am an optimist when it comes to education and the capacity that we all have to grow. I recognize no limits; which is one of the reasons that I was drawn to educational technology. I see this amazing resource which, if used properly, can bring learning to life; bridge the gap between theoretical and practical. We can use what we learn!

In my current capacity as a digital learning coach, we are faced with the challenge of imparting new and innovative techniques for teaching that may not be well received by teachers who, for a variety of reasons, do not prefer the use of digital resources. A challenge within a challenge, as you can see. How should we begin to approach this and any other situation? The answer that I have found which works best is: with patience. In the age old venerable tradition of optimists, of which I am very proud to carry on, we must face every situation with grace, and a quiet peace within, but also with the stolid  confidence and a mentality of persistent tenacity that we will see this thing through, and we will be successful.

I take an example from the Native Americans who dwelt among the desert regions. When people were desperate for rain, they would begin a rain dance. Consequently, they were effective every time becasue no matter how long it took, they kept on dancing!

Problem and Purpose Statement- Doctoral Journey Part III

My instuctor has returned my paper three times. I understand that this process is itirative, but after reading his feedback and trying to make the suggested changes, my frustration is building. A good friend of mine said that I need to be more understanding about this process, and that the standards I have for myself might be too rigid.

The problem statement in a disseratation captures the gap or lack of understanding of a topic or subject. In my research, I want to know why  I hope to better understand the factors that influence the perceptions that teachers have of educational technology and why they resist or embrace utilization in lessons for students. So, here it is:

Problem Statement

Mobile information and communication technology (m-ICT) use by teachers and students in the classroom has an impact on student engagement, academic performance, and college and career readiness (Savage & Brown, 2014; Mango, O. 2015). Several authors have suggested that there is a need to conduct more research on teacher perception and use of m-ICT to unpack the potential benefit that this technology can provide to students (Biddix, Chung & Park, 2016; Montrieux, Vanderlinde, Schellens, & De Marez, 2015; Teo, 2015; Albirini, 2006). Teacher perception of m-ICT affects the level of utilization in class lessons. It is not yet known what affects an elementary teachers perception of m-ICT. A gap in understanding exists concerning how elementary school teachers know they are ready to use m-ITC in lessons. 

The purpose statement is made to address the gap in understanding and to increase what is known about the topic. Here is my purpose statement:

Purpose Statement

The purpose of this study is to examine the perception of teachers readiness to use of mobile information and communication technology (m-ITC) by rural elementary school teachers during classroom lessons. This study will increased understanding of the factors that impact a teacher’s perception of m-ICT and decision to use it in lessons. In a similar study, there is a reasonable correlation between the technological acceptance and usage levels of teachers (Teo, 2015). Building upon this understanding will help key stakeholders to support future efforts to increase the level of  m-ICT use which has been corolated with increased academic performance through access to resources for students. Researchers found statisitically significant influence on increased levels of student of engagement, access to content, and test scores when m-ICT is integrated properly using best practices in the classroom (Waters, Lubke, & Rearden, 2017; Al-Zaidiyeen, Mei, & Fook, 2010; Laronde, MacLeod, Frost, & Waller, 2017)

Living the dream

I recall a dream that I had last week where I was in my classroom and I was teaching all my students since my first year on the job. In the dream, I remember sitting and helping my kids as they completed a project in small groups. I remember talking to parents and in particular, I remember the feeling of putting their concerns at ease and making sure that they knew that I was on their side- I truly cared that their student was successful this year and all the years to come. I remember feeling a great sense of joy and fulfillment as I interacted with my students and their parents.

The picture above is very special to me. It was taken by Jim Cullen when I was surprised by my principal, the assistant superintendent, and superintendent, when they announced to me that I was the Central Texas finalist in the HEB Excellence in Education Awards. This picture captures the culmination of well over a decade of passionate dedication for students through my work as an educator. When I see it, I am reminded of all my students, for it was our partnership that allowed us to be successful together. I will be forever grateful for my students and for the trust afforded me by their parents. I have never taken it lightly and continue my work today to repay what has been the most wonderful professional experience of my life.

When I see my students now, the often ask if I am still in the classroom. I tell them that I am in many classrooms helping to support other teachers so that their students will have the same opportunities for deep conversations, explorations, engaging activities, and joyful learning that we did. I am very happy to have the chance to mentor other teachers. I believe that all my experiences as a professional thus far has led me, and has prepared me to operate in my current position. I am blessed, and truly unworthy of such wonderful students.

Visible Learning

This week our district twitter chat topic is "Visible Learning". This has a special significance to me because that is what attracted me to educational technology in the first place. I wanted to be able to porvide my students with the options and resources to create something that was more closely reflective of their current state of mastery. As teachers, giving our student voice, choice, and resources to demonstrate their learning free from the restrictions of paper and pencil, true/false, multiple choice assessments that should have smaller and smaller relevance in today's classrooms. I am proud that Hays CISD is making great strides towards making learning visible.

A perfect example of this philosophy in action is my friend Mrs. Teresa Aziz. In her class, students are currently learning about the American Colonization period in Social Studies. Mrs. Aziz wanted to allow students to design a colonial structure. I suggested Tinkercad, and after about 15 minutes of introduction, the students I was working with were already well on their way to the perimeter walls and roof of a structure. I was impressed to say the least, and excited that these students had the chance to design something they learned about with the specs and characteristics that they researched. Not only that, they were collaborating and problem solving together. I watched in awe, and stepped back to allow them complete creative autonomy. Thank you Mrs. Aziz for making learning visible!

My 'Why'

After 12 years as a classroom teacher, my colleagues encouraged me to pursue an instructional coaching position because they considered me an instructional leader on campus. I enjoyed supporting my fellow teachers just as much as the students in my classroom. As blessings would have it, I was already on the path I needed to be on in order to pursue both of my passions: instuctional support, and technology. I was invited to be part of an academy of teachers who would be trained to integrate technology and be a resource for others in their own campus. This was such as exciting prospect for me, and little did I know it would evolve into a coaching opportunity.

Now that I am a digital learning coach, I have the privilage to support the needs of teachers in the entire district to integrate educatioal technology into lessons. This job is fast pace and never the same from day to day. I am reminded often of the impact that technology can have on teachers and students. I love to open the world and strnegthen access that would not be possible without technology. I received one of the most substantial, eye-opening, reminders of the value and importance of technology the other day.

An inspirational teacher that I worked with the other day has a student with very speical needs. we were able to work together to create what I can only describe as a symphony using technology insturments which worked in harmony to provide precious access to her student. I made a stark realization that day. Her special student would not be able to have the same quality experience as other students without the use of technology that we put to use together.

I was, needless to say, so moved by my colleague's desire to provide access and equity for her student, and her determination and willingness to try different things excited me. This moment, this example is at the heart of why I chose to pursue an instructional coaching position; to support teachers in making a positive difference in the educational and life of the students we serve.

What is your style of leadership?

According to the Conceptualizing leadership questionnaire by Sage (2016a) I rated ability and relationship as the highest characteristics for how I define and view leadership. I was not surprised by this outcome since I believe that forming relationships is the most important component of leadership. Yammarino (2013) wrote that leaders are both born and made, and Northouse (2013) wrote that leadership is not a trait or characteristic but a process which utilizes the influences on others to accomplish a mutually beneficial outcome. Leadership is a process and one that involves exerting influence on others to accomplish a goal.

            The definition of leadership that I agree with most was written by Yammarino (2013), Leadership is a multilevel leader-follower interactive process where all share a purpose and jointly accomplish things willingly. This definition encompasses the people who will share in the process and the process itself. In contrast Northouse (2013) emphasized that leadership is a process and in my view, is shortsighted. Based on these definitions I would contend that the definition of leadership is both a process an emergent trait involving both leader and followers who work together to accomplish a mutually beneficial goal based on interactions that flow from mutual influence from the leader and followers.

            Technology has made the process of leadership more efficient for those who have the capacity to utilize it. Northouse (2013) wrote that organizations have management and leadership kinds of positions. Both management and leadership style positions can benefit from the integration of technology. Under the management style creating agendas, timelines, budgets, resources allocation, communication all lend themselves well to increase efficiency with the use of technology. On the leadership side communicating vision, the larger picture, collaboration, team building are easily aspects that can be enhanced with the use of technology.

            The five characteristics that I feel are most essential for leadership are derived from McClesky’s (2014) four factors of transformational leadership: ability to influence others in a positive form, is inspirational, is intellectually stimulating, and uses individualized considerations when making decisions. The fifth and most important characteristic that I feel is most important is an ability to encourage others to co-create and work towards realizing a vision and is organized to be able to develop a plan to implement it.

          

Reference

Hechanova, R., & Cementina-Olpoc, R. (2013). Transformational leadership, change management, and commitment to change: A comparison of academic and business organizations. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 22(1), 11–19.

McClesky, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of Business Studies Quarterly, 5(4), 117–130.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Sage. (2016a). Conceptualizing leadership questionnaire. Retrieved from http://studysites.sagepub.com/northouseintro2e/study/resources/questionnaires/89527_01q.pdf

Sousa, M. m., & Dierendonck, D. d. (2017). Servant Leadership and the effect of the interaction between humility, action, and hierarchical power on follower engagement. Journal of Business Ethics, 141(1), 13-25. doi:10.1007/s10551-015-2725-y

Yammarino, F. (2013). Leadership: Past, present, and future. Journal of Leadership & Organizational Studies, 20(2), 149–155.

Ed Tech Doctoral Journey Pt. 3- The role of theory.

Before I began advanced graduate coursework I never stopped to consider the importance of theory and what bearing it has on practice. The term theory always had a highly academic and conceptual feel to it and I never considered how important it is to practitioners. When I think of the difference between theory and practice, I think of theory being located in a lecture hall in a university, and practice being nicely situated in K-12 classrooms. Little did I know that both are ubiquitous in each location. I endeavor to be a scholar-practitioner and I leaned what the significance is in considering both in what I do as an instructional coach, teacher, and researcher.

            A theoretical or conceptual framework reflects one’s unconscious assumptions about the world; a person’s world view which in turn affects one’s view of research (Thomas, 2013). As researchers we have assumptions and strong beliefs formed by our lives but we can not contextualize citing the experiences we had growing up or in our present lives. We must become fluent in the theory and research that forms the context of our research problem (Thomas, 2013). Theory is needed for a study to provide context for the research topic and helps to situate the problem in the chosen discipline. Theory assists in framing the problem, purpose, and analytics of a study by providing a context to scaffold and develop a solid research study (Laureate, 2016l).

            According to Ravitch and Carl (2016) a conceptual framework makes the case for why a study is significant and relevant, how the study design answers the research questions. The conceptual framework is comprised of several items. The components of a conceptual framework include: research questions, goals, context, the researchers themselves, theoretical framework, tacit theories, structured reflexivity and dialogic engagement, and methodological approach and research methods (Ravitch & Carl, 2016). The conceptual framework creates a link between context, theory, and the way that they study is organized and carried out in relation to all of the influences of context.

            Ravitch and Carl (2016) wrote that “the role of theory is central in developing and iterating qualitative studies in formative, ongoing, and summative ways” (pg. 85). Single (2009) wrote that writing research is the process of contributing to a filed where the researcher “shifts from being a consumer of knowledge to a contributor” (pg. 34). The researcher enters into a conversation and that process takes patience, humility, and the recognition of others expertise and work that has come before. Theory helps to add more dimensions and layers of understanding about a phenomenon. Theory helps to deepen and extend our understanding of these concepts by conceptualizing their construction and meaning (Ravitch & Carl, 2016).

References

Laureate Education (Producer). (2016l). Theoretical/conceptual framework[Video file]. Baltimore, MD: Author.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Single, P. B. (2009). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Stylus Publishing, LLC.

Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences. Sage.