dave levin reception of innovative technology in the classroom: curating ideas through action...

7/28/2019 Dave Levin Reception of Innovative Technology in the Classroom: Curating Ideas Through Action Research

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Reception of Innovative Technology in the Classroom:Curating Ideas Through Action Research

Dave LevinPepperdine University

June 15, 2013


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The faculty at my work are among the most passionate people I have everworked alongside. It seems that there is hardly anyone in the classroom who iscontent to simply rest on their laurels. Rather, teachers are consistently searchingfor a better way to engage their students, address recurring issues, elevate thelevel of discourse, and make their classroom something that extends beyond the

walls of their physical space.

Despite their passion and interest in taking on more, our teachers arenecessarily overextended: full class loads, additional responsibilities as anadvisor, compulsory committee memberships, department meetings, and facultymeetings on top of lesson planning and grading. While there has been successwith curricular technology integration with an early adopter community, thissuccess has plateaued without an outlet to offer inspiration and training to otherteachers in a structured or consistent way. This combination has left the schoolwith a large assortment of acquired technologies and an under-developedstrategy for professional development.

Faced with more things to do than time in a day, it only makes sense thatcertain important activities get pushed down further on individual priority lists.For teachers, the time to share their successes and failures can be one of theseimportant activities that simply get relegated to some day.

Exhibiting stellar lessons, projects, and enhanced learning opportunitiesafforded by the use of technology can help to raise awareness of the myriad usesfor educational technology. With awareness can come a piqued interest andengagement beyond a community of educators already interested. Throughaction research I hope to find effective ways to entice a wide variety of teachers toincorporate technology into their curriculum while also relieving them of

obstacles or fears that may be hindering their technology integration. In workingand reflecting with my colleagues I hope to gain a better understanding of howthe cultivation of curricular technology partnerships affects the classroomexperiences in terms of tech integration, teacher technical aptitude, and thespread of skills within our broader school community.

The overall goal of my action research is to engage in the cultivation oftechnology practices among a group of teachers with a mixed interest and skillset.In doing so I hope to understand some of the best ways to guide the acquisition anddisbursement of knowledge related to the integration of technology into existingcurriculum at my school, alongside the improvement of my own skills in guiding

these processes.


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Work Context

My school is made up of a racially and ethnically diverse group of students,with students of color comprising upwards of 40% of the 855 students. Whilethere is diversity in terms of skin color, there is certainly less diversity in terms of

socio-economic classes. With tuition ranging from $24,000 to close to $30,000depending on division, I have a clear sense that our students are privileged intheir day-to-day lives and have not been hindered by our nations' recenteconomic slump. This sense comes from the prevalence of iPhones, MacBookAirs, new clothes, international trips and vacations, along with the vehicle makesand models that are in the student parking lot. While there is close to fourmillion dollars issued annually in various forms of financial aid, there is nostudent who receives a completely "free ride" at the school.

Having had the opportunity to teach all grade levels in the Lower School(K-5) in our school garden, a 9th grade class on the ethics of food, along withleading a number of Middle School volunteer work-days I feel I have gotten achance to experience a broad cross section of our student population. On thewhole students are respectful, excitable, hold "fairness" as a core value and arecurious.

FacultyThere are a large number of long-time faculty members at the School (20+

years), and with little to no exceptions, they continue to grow and build theirclassroom experience every year. With an extremely low level of turnover at theSchool, the 2012-13 school year is abnormal with close to 20 new full-time facultymembers joining the School.

Despite their full workload, happiness is generally high and theres awillingness to help that is palpable from the majority of teachers. Employeeshave the opportunity to apply for various types of professional developmentfunds and technology grants every year. These monies enable conferenceattendance, classes specializing in particular skills, and the purchasing of newtechnological gadgets and software for teaching.

AdministrationCelebrating our 125th consecutive year of school this year, the

Administration has been tasked with the responsibility of maintaining our stellarclassroom experience and public recognition. Our Head of School is beginning

his third year, and with him have come some radical shifts in leadership whencompared to our previous Head who served for close to 25 years. In the previousHeads time there was a sense that all employees at the School were familymembers: firing was essentially non-existent. When our new Head of Schoolarrived it was clear that while he values the employees of the school highly, he isnot afraid to dismiss those that do not perform. There is a split within theAdministration between those that are long-term administrators (20+ years) andthose new to the School (1-5 years).


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Environment

The School is situated in a canyon towards the top of a hill in Oakland, CA.Immediately down the hill from the School is a working-class neighborhood thatis predominantly black and Hispanic. The campus itself is a sprawling 18 acres

with three separate groupings of buildings for the lower, middle, and upperschools. The Upper School is a new LEED certified silver building currently inits 5th year of use. Technology is everywhere with LCD projectors in allclassrooms and SmartBoards in most. There are a large number of laptop carts,Chromebook carts, iPad carts, dedicated graphic, video, and journalism labs,along with other tech tools available for classroom use.

The main issue that the school faces in their environment is neighbors.Even though there are very few neighbors who have been in their home longerthan the school has been at its current location, the neighbors control a lot ofwhat can and cant happen at the School. The School is actively working topurchase property directly across the street from us and is working diligentlywith the neighborhood committee to appease all concerns with the expansionplan.

My PositionAs a system administrator on campus I am often the first point of contact

that any employee will have if something isnt working with technology. Thisincludes all WiFi problems, broken keyboards, printer toner, alarm codes,security cameras, email accounts, web accounts, calendar syncing, and manyother types of systems.

The majority of the time my workdays are reactionary based: reacting to

the latest issues that come across my desk or the latest reports needing to begenerated for various offices. On occasion Ill be asked to join anotherdepartments meeting in order to help them prepare for a new initiative (ie.online Admissions applications).

My relationship with almost all employees is extremely positive: I feelvalued and supported in my workings with faculty and administrators. My abilityto work with someone when they are stressed out and need something doneimmediately elevates my status on campus as a problem-solver.


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Literature Review

AbstractIn recent years, personal computer use and internet-based technology

have been rapidly adopted in classrooms, businesses, and personal lives. Theuses of technology have become ubiquitous with high-speed Internet connectionsbecoming commonplace and an always connected mindset emerging. Therapid adoption of technologies can be seen in school as well, often without thenecessary training or professional development required of their employees(Levin, Arafeh, & RainieDirector, 2002; S. J. Smith & Robinson, 2003). Thistype of acquisition without complete implementation can result in a gap that isvisible between teachers and students. Levin and Arafeh call this phenomenonthe digital disconnect; tech savvy students surpass their teachers ability tointegrate and fully realize technologys myriad uses (Engstrom & Jewett, 2005).

Adding technology to the classroom impacts not only classroom dynamicsand student learning, but also the ways in which communities adopt and learnnew skills. This review of existing literature will explore the potential for aparadigm shift offered by integrating technology in the classroom, including theways technology can be used to improve student engagement and criticalthinking skills through collaboration, and the obstacles to technology adoption incurrent educational settings.

Collaborative LearningBarr & Tagg (1995) advocate for a paradigm shift in teaching that would

reduce the need for a teacher to play the role of expert in their class. If ateacher no longer provides instructions or knowledge, students learn to generate

knowledge from the class itself. This type of student based learning supersedesthe idea that learning comes from an expert. Teachers construct a learningenvironment and guide their students. This shift towards student-generatedknowledge is characterized by collaborative projects, a multi-departmentcurriculum, and often a change in the physical design of classrooms that shiftsfocus off of a teacher and onto fellow students. A shift in pedagogy fromdisseminating information to fostering an environment where knowledge can bebuilt can be liberating for teachers and empowering for students. Shifting thework of knowledge creation from teachers to students inspires intellectualcuriosity by engaging them in creating their own learning as opposed to simplyreceiving information. Teaching with technology is one way to engage students

while providing a platform for integration and synthesis of information (Barr,1995). Conversely, Hughes (2005) argues the use of technology alone does nottransform learning. Simply writing with a word processor instead of pen andpaper may enable a higher quality of writing, larger body of produced work, andlikelihood of collaborative work (Gulek & Demirtas, 2005). Mimicking existingtools with technology does not equate to a learner-centered shift in environmenthowever. Teachers must engage with technology in specific, purposeful ways inorder to foster collaborative working environments and engage learners in active


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projects that require critical thinking, interactivity, and problem solving. Oneexample of an interactive project is the creation of student blogs, which ifproperly implemented, provides a space for multi-point communications.

The use of peer collaboration tools is one way that technology in the

classroom can help shift the teaching paradigm from teacher-centered to learner-centered (Owen & Demb, 2004). For instance, teachers can use technology toengage students in their classmates work by shifting the reviewer of writingassignments from teacher to peer. Students can use technology tools such asGoogle Docs to write, review, peer edit, and present their work, which canincrease the quality of work produced by expanding the size and character of theaudience that will engage with it.

Widening the learning environment to include more public sharing of in-progress and completed projects may also positively affect the quality of learning,collaboration, and construction of the project (Haviland & McCall, 1999). Forexample, teachers can create online forums where students post reflections aswell as read and engage in the reflections of other students. By workingcollaboratively and encouraging the open sharing of ideas, knowledge wasconstructed and created rather than lectured and then repeated. Learning thisway makes knowledge applicable to many areas and helps develop and refine 21stCentury Skills that will be used in further knowledge creation (Rockman, 1997,1998, 2000). Using technology this way actually transforms the process oflearning, rather than simply layering technology on top of traditional approachesin the classroom (Hughes, 2005).

In addition to furthering the paradigm shift toward a student-centeredlearning environment, the use of online message boards and bulletin boards have

also been shown to be a successful means of developing critical thinking skills(Yang, Newby, & Bill, 2008). If, as Dewey (1933) suggests, learning is centeredon thinking, then ensuring that learners are capable of thinking critically isimportant not only for their success in school but also for their ability to succeedin a rapidly changing world (Dewey, 1933). Yang et al (2008) explore the abilityof web-based dialogue to take the place of face-to-face dialogue in developingcritical thinking skills over distance learning environments. In the study, guidedconversations among students had a greater impact on learning than anunguided approach with the same web-based discussion tool. Therefore, theauthors argue that students develop critical thinking skills and benefit from alearner-centric approach during teacher-facilitated online discussions.

Adopting TechnologyWhile collaborative learning utilizing technologies has been successful in

cultivating student based learning, an ongoing challenge for many schools is thedisinterest some teachers express in embracing available technology. Technologychanges quickly, making it a difficult tool for teachers to learn effectively even ifthey are interested. While there are teachers who are comfortable with newtechnologies, many teachers found the prospect of incorporating unfamiliar tools


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to be daunting (Hughes, 2005). Those that are adept with new technologies areoften early adopters of new tools in their personal lives. Owen, Polly, and Demb,(2004) reported that early adopters could play a significant role in mentoring,encouragement, or providing inspiration to use technologies in the classroom.Administration also had a role to play in building support for technology

integration. By making technology a visible priority for the school in a number ofways and offering support and recognition to their early adopters, Owen, Polly,and Demb argued that attitudes about and adoption of technology in theclassroom could shift positively. Administration can also help to ensuresuccessful adoption of technologies by actively promoting and communicatingthe desire for technological integration.

Peer CollaborationAny kind of change in an educational system relies on teamwork, group

cohesion, positive relationships, and opportunities to build confidence using newideas or tools (Smith & Robinson, 2003). By looking at models of successfultechnology implementation, Smith and Robinson researched collaborativelearning among teacher cohorts where success is seen by bringing togetherdifferent types of learners: mentors, critics, and innovators. By working closelywith people with different skill sets and attitudes, novel skills and ideasdeveloped that may not have otherwise surfaced. As the authors point out, noindividual had the knowledge or skills to complete the planned activitiesindependently. Collaboration facilitated real learning and skill development byall involved (159). This ethos was seen within a student population as well: inclass discussions of readings that provided an opportunity for students tohighlight items of personal note. They found that when students brought theirown expertise and interests to the conversation it allowed for a more complex andinteresting discussion for the group as a whole.

Criticism and Critically Using TechnologyUse of technology in the classroom is not without problems or critics.

Larry Cuban (2001) argues that there is an unfilled promise of revolution foreducators who adopt technologies in their classroom. Cuban focuses on SiliconValley schools acquisition and promotion of technology through an examinationof effects on teaching and learning. His case studies present models oftechnology acquisition without full implementation, wherein instead of usingtechnology in inventive ways, schools used technology along the periphery or tomimic old technologies such as using a word processor instead of pen and paper.Cuban did not find that computers lead to gains in academic achievement.

Rather, he found an educational system that has been convinced of the promiseof technology even if purchased tools such as projectors, computers, and softwarego underused in the classroom.

An unquestioning embrace of technology as a positive learning tool can bea dangerous mindset for an educator. Neil Selwyn (2011) proposes thatmaintaining skepticism towards technology in an educational setting is critical.When a community blindly embraces technology as a tool for positive change,


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Selwyn argues that their ability to fairly evaluate whether that technology iseffective is at risk. Finding tools that currently work in the classroom rather thanones that may work in the future helps educators to stay realistic. Ignoringcurrent problems by pointing to future possibilities misses the impetus ofimplementing technology: enhancing learning. Selwyns pessimistic view is not

anti-technology, but rather a reminder to educators that technology needs toprove itself as a useful and purpose-driven tool in each instance; one cannotassume that technology will only have positive and beneficial outcomes.

Moving forwardIntegrating technology into educational settings demands localized

knowledge and engagement from the entire school community in order toaccurately assess and react to the countless complications and frustrations thatcan arise. The implementation of technology in schools can vary greatly fromclassroom to classroom in the same school or district, let alone across state andcountry lines. It is important to recognize that each school environment will haveits own set of challenges such as difficulties with funding or a teacher populationresistant to change. Educators can look to best practices and expected outcomesbut should not count on identical results in their own environment. If, as Cuban(2001) concludes, technology has gone underused, it is crucial to give attention todeveloping teachers ability to use technology in ways that maximize studentlearning.


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February 2013

Action Research Cycle OneDavid Levin

I began cycle one of my action research with the goal of helping teacherswho were not using technology at my school explore the value of technologicalinnovations. My strategy was to partner with a 9th grade History and Englishteacher who I will refer to as MJ. My first cycle research question is:

How will individual collaboration between a technologyintegrationist and a teacher impact a teachers ability and desireto further utilize technology in their classroom?

I hoped that by working individually with a teacher, there would beopportunities to introduce a variety of new project ideas to MJ, help hergain new skills and tech confidence, and be able to identify teachinginnovations on the part of MJ that went beyond the planned tech tools. Bybuilding a partnership with a single teacher as opposed to leading a group,it was my belief that there would be a greater ability to maintain flexibilityin our approach and timeline.

PlanningI approached MJ by email on January 10th, 2013 passing along a rich

description of the context and framing of my overall research question, to see ifshe would have interest in working with me on technology integration within herHistory classes. By the end of the school day I had received an excited emailresponse from MJ proposing a date and time the following week for an in person

conversation to begin our work together.

To enable us to try out new ideas and techniques I established a teacherwebsite with MJ enrolled as a student and myself as a teacher, demonstrating theability to put together a curated selection of articles and provide a forum forstudents to reflect on the collection of resources. This idea of a collaborativelygenerated resource section came directly out of a conversation between MJ andmyself. It was an idea that I brought up as one of several, and MJ wasimmediately taken with the notion of a curated collection of articles. Our schoolprovides class webpages that can house many different types of features:calendars, forums, resource folders, assignment dropboxes, and multimedia

presentations. For the purpose of this cycle MJ and I focused on resource foldersand forums.

In helping MJ to compile and share a group of resources and establish anonline message board to reflect on some of the resources, I hoped to establishsome concrete building blocks for digital collaboration. I anticipated that bydemonstrating various technologies to MJ, training her in their use, and helping


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her implement them in her class, that she would be more likely to enjoy theprocess and continue trying new technologies for class use.

Data CollectionData was collected for this cycle through weekly audio-recorded meetings

between MJ and I, by writing reflections in a Google doc, note taking during MJsclass sessions, and the collaborative space that MJ created for her students. I willuse this data, along with the direct feedback from MJ, to evaluate the results ofthe actions taken and to guide the next steps in my action research. Inconversation, MJ often offered comparisons of what the process would be likewithout an integrationist to work with, which will be used as indirectly gathereddata. Cycle one took place between the start of 2013 and the second week ofFebruary 2013.

ActionsMeeting with MJ in a faculty break room, she affirmed the time

constraints I had identified as an impediment to technology integration for ourcommunity: [its] hard to find a half hour to work on a new program. Our firstmeeting really made it clear where some other obstacles lay for MJ in terms oftechnology. In addition to a concern that technology may not enhance classroomlearning, she was concerned that society as a whole is too frequently connectedand too drawn to glowing screens. MJ identified herself as a traditionalist inthat she believes in ideas, discussion, and in-person collaboration for herclassroom. She characterized herself as nervous of the incorporation oftechnology into her class, concerned that it would diminish the successes that shealready saw in class. Despite some overall concerns MJ also identified for mesome pieces of software that she was excited to learn more about: Diigo fororganizing bookmarks, Keynote for in-class presentations, and Google Docs as a

potential home for student portfolios. MJ was aware of her limits stating that sheis getting the strands, but not braiding them together.

In listening to MJs opinions and concerns I was able to respond to her ina way that she would be excited about. Based on MJs opinions and concerns, Iknew the first step was to start slow and build off of her interest and success atusing Diigo. I asked if she would be interested in curating a group of articles forher students to read and respond to in an online forum outside of her class time.She was immediately taken by the idea and as the discussion regarding thevarious methods of implementation unfolded she wondered aloud about studentparticipation. Two students in particular had consistently turned in stellar

writing assignments but remain silent during in class discussions. We both wereinterested to see if there was any change in their participation level if a discussiontook place in writing as opposed to in person.

Online CollaborationBy providing a space for MJ and I to try out the idea of a teacher website

separate from her active class websites, MJ had the opportunity to see ourtechnology proposal in a functioning form, ask questions during a follow up


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meeting, and learn how to reproduce the steps needed to place a resourcecollection and discussion board on her active websites. With only two in-personmeetings and a small amount of time spent setting up a new class website, MJtold me that she was ready to give it a try with her History classes. Continuallytelling me how exciting it was for her to have a technology fairy godmother MJ

was on her way towards trying out a new tool.

In our planning we had discussed the idea of threads in an onlinemessage forum, but when seeing them on a real website, MJ started to discusstheir application in greater nuance. Recognizing the ability for all forumparticipants to respond to various posts MJ grew animated, excited about thenew modes of communication that this tool could provide for her and herstudents. While MJ had described herself as a traditionalist in the classroom, itwas clear from this interaction that she had no trouble in trying something newand was actually excited about a break away from traditional in person dialogue.

Several days later, MJ dropped by my office to ask me to help hertroubleshoot a problem she had run into with Diigo, a web-browser based toolthat allows users to clip articles and images into a shared folder. Building off ofthe community forum idea, MJ had decided to use Diigo as a collaborative toolfor building a shared resource folder with her students. She had organized ashared folder for each of her class sections and had asked students to create Diigoaccounts with their school issued emails. MJ added each student as acollaborator on the appropriate section folder within Diigo and provided clearexpectations for an information finding and sharing project. Students were toutilize one of the school librarys subscription databases, ProQuest, to findnewspaper articles from the beginning of the 20th century about China. Afterlocating an article, students were to save a copy to their Google Drive and share

the link to this article in their shared Diigo folder. The problem that MJ hadexperienced with this project was that the invitation emails that were to be sentby Diigo to initiate collaboration had not arrived. We tested out this functionalityin my office and discovered that invites worked fine if sent one at a time, butfailed to send if addressed to multiple addresses. I received an invitation to eachof the class sections that highlights the collaboration that MJ was interested inhaving with a tech steward.

By invitation I joined MJ in her class the following morning, by which timeshe had invited each student individually to the Diigo folder. Acting largely as anobserver, I offered help to several students with questions regarding Google Drive

sharing settings and also assisted MJ when her computers projection settingsmade it impossible to fully demonstrate the assignment.

AnalysisBy providing direct collaboration between a technology specialist and a

teacher, cycle one suggests that it was possible to generate excitement abouttechnology tools and to engage a teacher in these tools beyond a demonstratedidea. MJ was ready to adopt a web forum for her class after only 2 meetings,


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suggesting that that the obstacles that had prevented her from doing this in thepast were small, but challenging. In her consistent and profuse thanks to me formy collaboration, it was clear that having me as a safety net and collaboratorprovided the means for her to try out new ideas.

MJ was in charge of her class during this cycle just as she had been for theclose to 20 years she has taught at this school, but the presence of a collaboratorgave her the ability to braid the pieces of technology together. While Diigo wasnot a new website or tool for MJ, sharing the responsibility of content creationwith her students was a brand new initiative. Partnering with a technologyspecialist did not stop errors or glitches from occurring, but they did preventthese glitches from putting a halt to the technological work being attempted.

The adoption of Diigo as a class tool for collaboration has been rapid, with22 separate articles posted to the site in just 3 days. This level of participation isexciting though perhaps misleading. When looking at the collection, the mostviews that any of these newly posted resources had is five, with most having two,one, or zero views on Diigo. There has not been enough time or direction at thispoint for long-term collaboration to have taken place, though it is great to see aveteran teacher trying out a new space for learning.

ReflectionThe obstacles to technology adoption that I had thought about when

considering my work environment held some truth. MJ confirmed that she felt acomplete lack of time to try something new, a nervousness associated withknowing whether something new would be effective, and a potential lack of self-interest in technology for her class. A real surprise was how minor, to me, someof the obstacles to adoption were for my partner. All it took for MJ to want to try

a technology integration project was a willing collaborator, a demonstration ofthe tool, and engaged dialogue. I thought that there may have been difficultyfinding a project that MJ would be excited about, or that the project would beproblematic due to tech hurdles for students or disengagement in an online space,neither of which proved to be true.

By engaging with MJs needs in a respectful and curious way I was able tounderstand why she was afraid of technology in her class, and offer suggestions ofsomething that held potential to enhance the dialogue she valued so highly. Bylistening to a particular teachers needs, rather than trying to force a particularmethodology or tool, I realize that the chances of an excited and engaged teacher

grew significantly. This type of work requires that the technology specialist wantsto work with and for the teacher, not have the teacher simply do as they say. As Imove forward with my second cycle, looking at the ways in which a technologyspecialist can work with a group of teachers, it is crucial to keep this sense ofcollaboration and partnership vibrant and true.


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March 2013

Action Research Cycle TwoDavid Levin

For my second cycle of Action Research I began meeting weekly with agroup of four 6th grade teachers. These teachers had been asked to pilot theimplementation of a one to one iPad program for the 2013-2014 academic year;our weekly meetings are a formal way to share, plan, and assess the variety ofways that iPads can be used in their classrooms. By joining their meeting as atechnology expert my hope was that I could help to guide a collaborativelearning community where the teachers inspired and taught each other. Inreflecting on my first cycles positive results I sought to understand the work of atech steward in a group setting:

How will collaboration between a technology steward and a small groupof teachers impact the spread of knowledge and innovation among thegroup.

By seeking to understand their experiences in being mandated to adopt anew technology in their classrooms I hope to be able to effectively cultivatesimilar innovator groups elsewhere on campus. By working with a group I wantto know the best ways to help harness the group members individual experiencesand ideas in a collectively beneficial way.Essentially, rather than relying on asingle expert technology user, I began this cycle hopeful that by working in agroup environment Id be able to help create a clear path for each membersexpertise to reach the others.

Data CollectionTo collect data for this cycle I relied on collective note-taking in Google

docs during our meetings, the date-stamped contributions to a shared folderwithin Evernote, and a log of emails and meeting requests between groupmembers in addition to notes and reflections from weekly learning circlemeetings with my cadre-mates. Cycle two took place between the middle ofFebruary and the first week of April 2013, with small tweaks in approach but asteady goal: incubating innovation in individual classrooms by creating a digitaland in person space for the sharing of successes and failures. Using the evidencecollected in this cycle I will reflect on the results of my activities and the actionsthat this evidence suggests would be advantageous for future cycles.

Group Meetings

In early February the school leadership made a decision to adopt ApplesiPad tablets as personal learning devices for the 2013-14 6th grade class.Comprised of five homerooms the 6th grade teachers at my school are a mixtureof veteran teachers who have been at the school for over 10 years, alongsideteachers in their first year on our campus. The number of years in a classroomsetting for this group range from one year to 20 with personal technology


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adoption across a large spectrum of comfort, ease of use, and self-assurance. Aveteran teacher in the group, DMV, acts as the 6th grade dean and was our maininterface in any conversations needing administration approval. DMV hosted useach week in his classroom around a small round table where we approached ourtasks of preparing strategies and ideas for the implementation of a one to one

program.

With our 45 to 50 minute meeting taking place during a shared free periodfor the faculty, it was clear from the beginning that there would be more wed liketo cover than we would have time for. At the first meeting, though all attendeesknew me professionally, I took the time to let them know about my graduateprogram and about my action research, making sure that they were allcomfortable with my note taking and writing about the discoveries we madetogether.

Our first orders of business were in creating a document of ourexpectations and method of assessment for what is being considered a trial one toone program. While this type of documentation and preparation is notnecessarily innovative, I asked our group if theyd be willing to write it togetherusing Google drive as opposed to emailing documents back and forth. Byencouraging the adoption of new practices during our administrative worktogether, I explained my intention of utilizing tools that would encourage therapid spread of ideas between us. In addition to meeting with teachers on aweekly basis, I offered my availability to all of them for one on one support inworking on any ideas or tech challenges that they may have in their classroom.

For the first 4 weeks our meetings felt to me like the only place wherefaculty members were fully engaged in the upcoming iPad implementation, with

meeting time being used to engage on topics that could have been addressed inany number of ways prior to our face-to-face time. In an effort to react to thistrend I introduced a shared Evernote notebook to the group, which provided away for any notes, photos, websites, links, or discussion to be synchronouslyshared with all group members. By providing a digital group space I anticipatedthat the ideas and questions that were being held for in person meetings couldbecome a point of online collaboration. In examining the time and date stamps ofthe various notes that have been accumulating in our shared notebook, there wasa 2-week gap between when the notebook was introduced to the group and whenthe first faculty member introduced a new note.

During our group meetings I talked about iPad apps, iPad managementtechniques, or components of other schools one-to-one programs in an effort toinspire, engage, and motivate our faculty group to start playing with and adoptingnew strategies in their own curriculum. When asked by a group member,JB, where I learned of these recommendations and how I knew of the variousstrategies for implementation of a one to one program I suggested that Twitterwas one of my preferred ways to become exposed to new apps and ideas.Surprised by the response, JB and I set up a time where I could show him how I


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use Twitter and allow us time to ensure that JB was setup with his own account.In addition to working one on one with JB, I sent an email to our group full oflinks on how to set up Twitter, use Twitter, who to follow in education andeducational technology, and some personal reasons why I find it to be anindispensable tool in expanding my professional learning network. 6 weeks after

an in person discussion and demonstration, JB has yet to tweet from his account.

Four weeks into our group meeting an Upper School teacher and iPadinnovator, DJ, joined our meetings after conversations with both DMV andmyself. As an experienced Upper School history and debate teacher, DJ had moreexperience with and opinions of important curricular decisions regarding iPaduse than anyone else in the group. He hoped that his classroom experiences withiPad use would be helpful for our 6th grade team. DJ is a tech early adopter in hispersonal and professional life and has been frustrated by the reluctance of facultyto incorporate tech into their classrooms. By participating with the sixth gradegroup, DJ has expressed hope that success in the 6th grade will lead to adoptionof a one to one program in the Upper School.

AnalysisIn providing the tools and the space for group collaboration and

inspiration to take place I had sought to understand the ways in which atechnology steward can help to spur innovation not by demonstrating, but simplyby encouraging and assembling the tools and environment for collaboration.

Working with a group for the second cycle, as compared to a one on onepartnership in my first cycle, presented a surprise for me that in retrospect isobvious. In our weekly meetings each member of the team had less accountabilitythan both MJ and I felt when it was just two people. With a total of five people in

each meeting, a group member could be unprepared or mentally elsewherewithout that being apparent to other group members. The group size also meantthat faculty may have felt ok about coming unprepared to the meetings, in thehope that someone else would come ready to share. This lack of personalaccountability in our group may not occur in every group situation, but a groupdynamic enhances the likelihood of this compared to two people workingtogether. In my first cycle if MJ or I were unable to have given thought and actionto our work we would have rescheduled our meeting to allow for thoughtfulpreparation. Accountability can be necessary for some to ensure that work andideas are followed through with action.

When a shared Evernote folder was introduced to teachers, it was my hopethat by providing the space for collaboration and discussing it in person, ourfaculty would be able to take the lead. I was hesitant to dominate the in-person oronline conversation too much; I felt that by always being the first to contribute orthe most vocal contributor I would be taking ownership away from the faculty. Inlooking back on this with my learning circle it became apparent that until I wasable to actually demonstrate the ways that our Evernote foldercouldbe used, thetool would go unused. After this discovery with my learning circle I chose an iPad


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app that I had been working on with an Upper School class, Creative BookBuilder, and wrote up a description of how it was being used in a French classand the ways that it might be used in a 6th grade curriculum. In addition to awritten description I included a YouTube link for a demonstration of the productas well as a link to the app developers website. This demonstration of one of the

ways in which Evernote could be used helped to guide a number of behaviors:sharing details about great project ideas or tools to implement, a modeling of thetype of notes that could be created and shared, and identified colleagues outsideof our group whose opinions and expertise could be called upon.

ReflectionIn discussing with my learning circle, along with other trusted colleagues,

the stop and go of progress I felt during this cycle, it became clear to me where Isteered my group wrong as a steward. In thinking about what made my first cycleso successful was that I was there for MJ as a steward in helping to guide herclass where she wanted it to go. Our relationship started with a lengthyconversation, largely by MJ, about her take on technology and her hopes andfears for her classroom. With this knowledge I was able to recommend tools andideas that fit in with her teaching methodology and philosophical approach totechnology. Tools were adopted quickly because they were all centered on herneeds and wants. MJ adopted these tools rapidly and innovated beyond them dueto a collaboration that focused on her needs.

I lost this connection when I started meeting with a larger group. Ratherthan knowing each teacher individually, I knew each teacher in the context of thegroup. I brought ideas and tools to our group that I thought held mass appeal,but they werent specifically targeted towards an individual in the same way thatmy work with MJ was. While I worked with teachers individually, such as JBs

interest in the way I use Twitter, it was still about an interest ofmine and notnecessarily an interest ofhis. This is confirmed by the fact that JB has notadopted Twitter as a tool for exploration of new apps and curricular ideas.

In order for this group to harness their collective power, I think that thebest approach that I can have as a steward is to meet with them individually. Thistype of individualized approach would allow me to customize suggestions andsupport towards each of their varied needs and interests. I wonder in what waysthis individualized attention will impact the use and usefulness of thecollaborative work and sharing that was setup during this cycle.


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April 2013Action Research Cycle Three

David Levin

Reflecting on the work of my second cycle I wanted to try something

different with my approach to the group of 6th grade teachers I had been workingwith. In addition to meeting weekly as a group, I wanted to setup individualmeetings with as many group members as possible. By meeting individually Ianticipated that I would be able to make a more direct connection personally andprofessionally with each member of the group, and in doing so be able to betteroffer more interesting and compelling technology ideas for their classes. Byattempting to better understand each group members individual motivationsand concerns with technology in their classroom, it only makes sense that myability to support and enhance their work would be improved. In beginning thiscycle I expected that by focusing more on individuals, I would be able to seeconcrete changes to classroom lessons as well as an increase in the use andeffectiveness of the collaborative tools introduced in cycle two.

Data CollectionTo collect data for this cycle I relied on audio recordings of meetings

between teachers and myself, the date-stamped contributions to shared folderswithin Evernote and Google Drive, as well as the creation of curricular materialsduring this cycle. Cycle three took place between the second week of April andMay 2013 with a steady goal: align my own mindset with group membersindividual goals for their classroom and offer suggestions that would be great fitsfor a particular classroom.

Individual Meetings

DMVApril proved to be an extremely busy month for my sixth grade

collaborators. Spring break saw teachers depart for a week, while upcoming ERBstandardized testing meant an addition of necessary ERB-focused meetings andlittle extra time with which to schedule meetings. In addition to these timerestraints there was an annual sixth grade trip to Pinnacles National Park thattook faculty off campus for 3 days. Despite these time challenges, I was able toschedule two meetings with individual group members to listen to their goals andrespond with suggestions.

In addition to individual meetings, our group meetings continued on a

weekly basis with the welcome (and surprise) addition of a 3-hour work sessionthat was approved by the Head of Middle School. With other teachers offering tocover classroom responsibilities, the sixth grade team and I were able to leavecampus for an afternoon session devoted to adapting an existing unit ofcurriculum into one that incorporated the iPad in a truly curriculum enhancingway.


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Sitting down with DMV one afternoon, we started by laying out theessential questions that I had sought to better understand through actionresearch: In what ways will collaboration between a tech steward and aclassroom teacher enable the spread of innovative curriculum to otherclassrooms? What impediments stand between DMV and innovation using

technology in his classroom?

DMV validated these questions and the importance of understanding thespread of ideas while talking about his context as a teacher within an institutionthat often has new initiatives driven by a top-down push. These top-down pushes,such as recent ones for developing curriculum that ties into the schools greeningefforts and multicultural efforts, are well received by DMV in large part becauseof realistic expectations. Teachers arent expected to engage in a wholesalechange of their curriculum, but rather choose a specific gourmet unit to trysomething new with. This focus on small steps makes new initiativesapproachable to DMV and have resulted in some of [DMVs] best units.

When it comes to integrating technology and being innovative with its usein his classroom, there have been mental obstacles to DMVs interest in putting inthe time and effort needed. DMV spoke of his core needs in the classroom -creativity, collaboration, and engagement - and mentioned his original point ofview that technology can actually eclipse these goals without providing a shininglight of its own.

For DMV, seeing is believing, so when he attended an English teachersconference in Las Vegas earlier in the year he was able to seek out iPad focusedsessions. What he found was a community of teachers utilizing technology inways that were aligned with their personal teaching practice. Technology wasnt

in fact eclipsing their own style and core needs, but rather it was enhancing it.

Excited by the possibilities and people he saw in person, DMV workedwith JB on a China unit that utilized the iPads in the creation of projects. Notbeing personally familiar with any specific Apps, DMV chose two that had beenutilized by other teachers on campus. Teachers had mentioned to him that thetraining time for students with these apps was very low and that the teacherdidnt need to know a lot before jumping into it. What DMV found was that theiriPad lesson provided an example of the most engaged learning experiencing hehad ever seen. He thinks that his students learning was real and that eventhough they are now studying India, his students could still speak in detail about

their China knowledge.

Though he initially had reservations regarding the efficacy of technology inhis particular classroom context, DMV had seen and experienced the possibilitiesavailable to teachers like him. DMV described himself as 20 years in, 20 yearsleft in...education and is motivated to better harness technology for his corefocuses, but there are still impediments.


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The main obstacle that stands in his way is time. With days that arealready over-full, the addition of a major add-on is a major challenge. Wherecan this time come from if nothing is being given up? When asked if a technologyintegrationist could help in creating time for a teacher by curating a collectionof apps and websites, and identifying the particular units of curriculum they

could be helpful on, DMV had this to say: Its an important position, a validposition. It can easily fail with the wrong person. Its so dependent oninterpersonal dynamics. An outside the classroom expert whos connecting withsomeone...And it can be done well and poorly.

JBSitting down with JB for an extended conversation offered another

perspective on the same essential questions. JB is new to the school this year andat the beginning of his teaching career. With a focus on information sharing, theneed for more unstructured time, and the truly personal blockages that can getin everyones way, JB described his context and relationship to technology in away that ended up leading to similar need as DMVs: more time.

JBs curriculum is all new to him this year so changing, dropping, oradding lesson units that have a greater focus on using technology isnt a big add-on for him. The big add-on for JB is in acclimating to his new workenvironment. While JB is not an early adopter of technology in his personal life,his age has dictated his necessary use of certain pieces of technology during hisunder and post graduate degrees, so he comes to technology integration withoutneeding to see to believe the types of enhanced learning that can be affordedthrough technology.

When the conversation turned to the types of support that could further

his own learning and classroom innovation, time became a central component.In a similar vein as DMV, having the support of someone who can curate orexhibit the current best approaches, or even act as a personal guide inimplementing a new lesson plan, can provide JB with more time in the day.While of the opinion that between prep time and meeting times there is a realrisk of over meeting, JB thought that finding the time for unstructured playwith colleagues could lead to the kind of collaboration and creativity that he looksfor in his classroom.

JB found that his own excuses provided the greatest impediment.Knowing that in the 2013-14 academic year there will be a one to one program in

place in his classroom has actually caused a mental blockage in attempting somenew ideas before all of the hardware is in place. While he liked the KnowmiaThink app that I had demonstrated for the 6th grade group at one of ourmeetings, he put off creating a flipped lesson until he could be sure that everystudent had their own device to view it on. The students on campus have accessto many shared computers while at school and the vast majority have access athome as well, so in discussing it JB laughed at himself over creating obstacleswithout ever trying something.


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Professional Development Afternoon

Getting off campus with the 6th grade team provided an amazingopportunity to further the social and professional bonds that had been created

through our weekly meetings. With team member SA hosting us at her nearbyhome, we shared a meal before splitting into two groups, each with a distinctfocus: creating a new math/science lesson or creating a new English/historylesson. I found myself alternating between time spent with the math/scienceteachers and the English/history teachers, cross-pollinating each group withideas from the other.

The time spent together was incredibly productive with a total of 3 brandnew lessons created and mapped out for introduction in the 2013-14 academicyear. Each group worked by talking about the learning outcomes they hoped toachieve, and the ways that technology could enhance the work towards thoseoutcomes. By the end of a 3-hour session, including lunch, all teachers were ableto share with each other the lessons they had collaborated on. In sharing theselessons with each other, the plans were enhanced further by new ideas andcontinued cross-pollination.

Perhaps the most striking example of this kind of continued idea sharing isthe poetry unit developed by JB and DMV. Historically this unit has created aclass book of poetry through a number of a different activities including readingand reflecting upon published poetry and creating student poetry inspired by aphysical set of photography prints that DMV has developed. While both JB andDMV felt it was important to keep the tangible connection to physicalphotography prints, they were also quite excited about the idea of creating an

eBook of poetry as a class. I offered to create time for them by researching andselecting an eBook creator for the iPad, freeing up their ability to really thinkabout what a digital book allows for them. In addition to technology providingthe ability for each student to have a digital copy of their photographicinspiration (something that hasnt been done in the past), DMV and JM loved theidea of allowing and encouraging a type of poetry that could include hyperlinksand images, a departure from words on paper. In addition to their class-set ofphotographs, this lesson now includes another poem that is inspired by a studentcreated photograph. A class set of iPads enables this activity by making it easyfor all students to capture images. Taking their digital book ideas even furtherwas DJ, who immediately upon hearing JBs and DMVs summary gave them the

suggestion to have students videotape themselves reciting their poem. Thesepoetry readings can be included in the eBook, providing another new avenue forexploration, and a performance aspect to what was previously a pretty staidassignment. When we discussed as a group the differences in bringing home aprinted book versus an eBook to share with students families, we came upon awelcome change: because students will have the eBook on their devices, sharingat home will likely mean that a student actually shows their parents the work.When the book is printed, its easy for a student to hand their parent the print


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outs and walk away; if the book lives on the students device, the group was of themindset that its more likely that the student will be an active part of the sharingprocess at home.

Reflection

In examining my role during this third cycle Im struck by how vital it isfor a technology integrationist to know his or her audience. Both DMV and JBboth explicitly welcomed a variety of ways in which an integrationist couldsupport his or her classes. DMV is correct when he pointed to the importance ofwho the integrationist is: the interpersonal relationship and trust neededbetween a classroom teacher and an outside expert makes or breaks thepossibility of enhancing rather than detracting from the work.

All teachers will approach their classroom, and the potential forintegrating technology, in a personal way. Without understanding this personalapproach it becomes much more challenging to find the easiest angle to worktowards a goal (without knowing the teacher, the goal is another unknown).When a conversation is opened up to explore a teachers pedagogy, the work of anintegrationist is made easy: curate and exhibit the ideas most likely to engage theteacher, while helping to overcome the challenges and impediments that areidentified.

To me, this is a powerful realization of the true challenging work of anintegrationist: building relationships. While Im a social person and have alwaysfound it easy to forge friendships and positive relationships in the workplace,theres no doubt that there is a limit to the colleagues that are a good fit with mypersonality and approach. I dont intend this in a negative way for my colleagues

or myself, rather just as a statement of inevitability. This does not mean thatthose colleagues with which an integrationist can not form a solid relationshipare out of luck; an integrationist, if effective, will have multiple entry points forteachers. The work done during cycle two in trying to cultivate a learningcommunity replete with collaborative tools can give an entry point for a teachermore likely to trust a fellow teacher than an outside expert. By showcasing greatlessons, tools, and ideas an integrationist can provide a community with theability to self-direct their own experimentation, and provide them a means toengage and collaborate with each other.

Final ReflectionIn working towards an understanding of how a tech steward can impact

the spread of curricular integration of technologies in my work community I findthat my self and my community has continued to transform. The idea that any ofus stay the same is a folly as our experiences shape our perceptions; reflecting onour actions for a sustained period of time provides a magnified look at the waysin which we have changed.


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Through my action research I have grown acutely aware of the need tounderstand the individual teaching and technology pedagogies that inhabit myworkplace. Without a nuanced understanding of the varied personalities andperspectives that make up a learning community, a tech steward wears ablindfold. By focusing on relationship and trust building with individuals, a

steward learns where to focus their energies. Obstacles and ideas that causeconcern can be addressed while projects that are met with excitement can berefined, shared, and highlighted.

When engaged in research at such a close and personal level its temptingfor me to come away with the notion that my insights into effective activities foran integrationist are obvious. The idea that an integrationist can be moreeffective by offering personalized support to teachers than by simply puttingtogether a generic package of tech tools is not surprising, but to gather data insupport of this idea forces the realization that this strategy runs counteractive tomany of the technology decisions made at my school.

My work environment has often made technology-purchasing decisionswith input from some teachers but without the ability to personalize theseacquisitions for all teachers. This has led to unused technology purchases andreluctance to further support teachers who dont use what they already have. Thetool is what has mediated a relationship with faculty rather than a person. Bypartnering with faculty, the choice of tool is drawn from the bottom-up bringingwith it mutual respect and a natural buy-in to its use.

I have learned the importance of connecting the circles of activity oncampus: by acting as a conduit for the sharing of ideas, all circles grow a littlebigger and have their voices amplified. Giving teachers new found time by

offering demonstrations, carefully curating thoughtful suggestions, and creatingor providing documentation of successful strategies are pieces of my collection oftools that will certainly continue with my work.

Being encouraged to adopt a leadership role in an area that I had beeninterested in, though removed from, has transformed my self-awareness of thetraits, skills, and passion with which I can continue to approach this type of work.At the start of this academic year I may have been able to identify our pattern ofacquisition without implementation, but through this action research project Iam now able to see my ability to try out new methods in a purposeful way thatbrings my community in closer alignment with my own values. This idea is at the

heart of action research, and by being able to see myself succeed (and falter) inthis role gives me a new way to interact and communicate with my coworkers.Rather than simply being able to identify problems that are beyond the historicand established role of the Tech department, Im now able to work with mycolleagues in trying out new approaches that may yield a different result.


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Dewey, John. (1933).How We Think. New York: Prometheus Books.

Engstrom, M.E., & Jewett, D. (2005). Collaborative learning the wiki way.TechTrends, 49(6), 12-15.

Gulek, J.C., & Demirtas, H. (2005). Learning with technology: The impact oflaptop use on student achievement.Journal of Technology, Learning, andAssessment, 3(2), 1-39.

Haviland, Victoria Shaw, & McCall, Mary Jane. (1999). Transformation throughTechnology: How HyperStudio Updated Middle School Research. TheEnglish Journal, 89(1), 63-68.

Hughes, Joan. (2005). The Role of Teacher Knowledge and Learning Experiencesin Forming Technology-Integrated Pedagogy.Journal of Technology andTeacher Education, 13(2), 277-302.

Levin, D., Arafeh, S., & RainieDirector, L. (2002). The digital disconnect.Washington, DC: Pew Internet in American Life Project & AmericanInstitutes for Research. Retrieved October, 18, 2005.

Owen, Polly S., & Demb, Ada. (2004). Change Dynamics and Leadership inTechnology Implementation. The Journal of Higher Education, 75(6),636-666.

Rockman, S. (1997). Report of a laptop program pilot: a project for AnytimeAnywhere learning by Microsoft Corporation, Notebooks for Schools byToshiba America Information Systems.Rockman et al: San Francisco, CA.

Rockman, S. (1998). Powerful tools for schooling: Second year study of the laptopprogram - A project for Anytime Anywhere Learning by Microsoft

Corporation Notebooks for Schools by Toshiba America InformationSystems.Rockman et al: San Francisco, CA.

Rockman, S. (2000). A more complex picture: Laptop use and impact in thecontext of changing home and school access - the third in a series ofresearch studies on Microsoft's Anytime Anywhere Learning program.Rockman et al: San Francisco, CA.


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Selwyn, Neil. (2011). Editorial: In praise of pessimismthe need for negativity ineducational technology.British Journal of Educational Technology, 42(5),713-718. doi: 10.1111/j.1467-8535.2011.01215.x

Smith, Frank. (1998). The Book of Learning and Forgetting: Teachers College

Press.

Smith, S.J., & Robinson, S. (2003). Technology Integration ThroughCollaborative Cohorts Preparing Future Teachers to Use Technology.Remedial and Special Education, 24(3), 154-160.

Yang, Y.T.C., Newby, T., & Bill, R. (2008). Facilitating interactions throughstructured web-based bulletin boards: A quasi-experimental study onpromoting learners critical thinking skills. Computers & Education, 50(4),1572-1585.

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