Abstract

          My action research is based on implementing technology in a classroom to increase motivation and engagement. I conducted my research in my 9^th grade Introduction to Engineering classroom. This class is a year-long, elective class. Each of the students in my class has access to a computer, and several students have other technology devices as well. I implemented several types of technology applications in the classroom. Some of these technology applications included Google Sites, Prezi, Twitter, Lucidchart, iPad apps, video editing apps, and many more. The purpose of my research was to determine if the technology that I implemented in the classroom actually kept the students more interested and engaged in learning than if I did not use technology. I used surveys, field notes, and student interviews to track engagement in the classroom based on technology implementation.  I was looking for signs of engagement such as performing/presenting, inquiring, exploring, explaining, evaluating, experimenting, interacting with other students, gesturing, and moving. Based on my research, I hope to determine the effectiveness of the technology as it applies to student engagement and motivation.

Leadership

I am the leader of my PLTW department at the high school this year. I am responsible for the budget, communication, coordination with admin, marketing of the program, incorporating new technology such as the laser engraver, student PLTW club, etc.

Another leadership position I would like to take on is joining the technology team at the high school or middle school.

• In what ways could you build on the strengths you already have with this position?

One of my strengths is improving instructional practice. I am constantly sharing what works and doesn't work in my classroom. This could apply to either position.

• In what ways will this position challenge and stretch you?

I want to work on building relationships with both positions. I need to get to know other teachers more (it's a big school) and create supportive relationships.

Growth Mindset

1. Continue to talk about growth mindset with technology - especially since technology is continually changing

2. Keep having students try new technology - foster skills by embracing different technology, not always the same one

3. Mondays - do relationship building activity/energizer

4. Fridays - do some sort of technology topic

5. Provide a broader perspective at the end of the units - why does this all matter?

Relationship Building

What ideas stand out to you?  

• One of the most dangerous feelings is the feeling that we don't matter
• People need to know that "they matter"
• The power of noticing and sharing what you notice
• Noticing things about people 30 seconds a day can change a culture
• What you notice needs to be articulated to that person
• Begin each lesson with the following statement:  "You are a genius and the world needs your contribution"
• The bigger the thing, the more likely the genius will show up
• Knowing that I can help other people know their significance is big!

What Enduring Understanding could you write that incorporates the big ideas of this presentation?

• People need to know that "they matter"

What are you already doing to build relationships with your students?

• For my high school classes, I started the year with community building activities at the beginning of each class
• For my 9th grade class, for the first lesson, they had to complete a community building activity. For the next lesson, they created a 30 second Animoto video of themselves. I show about 5 of their videos at the beginning of each lesson

In what ways do you show your students that they matter?

• I try to connect with each student throughout each week in class finding out their interests or activities or what they've been doing outside of class

Thank about some ways that you could go further with relationship-building.  Set a GOAL and blog about the actions you will take to meet your goal.

• Continue to incorporate weekly relationship-building activities into each class even if students complain and don't want to participate
• Incorporate the statement: "You are a genius and the world needs your contribution" into lessons
• Incorporate a weekly plan to have a student responsible to help students that were absent

Data Collection Tools Revised

https://docs.google.com/file/d/0B47vt2B6VMQQczBSekg0NW5CTXc/edit?usp=sharing

Goals for my ROL Draft

• Add in classroom examples

• Look at how implementation of technology impacts my classroom personally

• Check on tenses (future, present)

ROL Draft #2

https://docs.google.com/document/d/1ZsaRDT60L6WrpL5AucZZ2DUy_1oaneHUrOzs79x1cUg/edit?usp=sharing

Worksheets Don't Grow Dendrites

I teach two sections of 9th grade Introduction to Engineering Design class. In the beginning of the curriculum, I teach the engineering design process. It's a six step process that can be very dry. This week, I tried one of the teaching strategies that we learned in M.Ed class.

To begin the lesson, I showed the students a picture of the six step design process on the projector screen. I had them copy the picture and the name of each step into their Evernote program on the computer. As I explained each step, the students typed notes into Evernote. We then watched a 20 minute video called "The Deep Dive" that shows a team from the company, IDEO, redesign the shopping cart by going through the design process. This video is great, and the students are really interested in the process. After the video, I had the students write the six steps in their notebook and then draw a picture of each step. This is the new teaching strategy that I tried. The students had to draw a picture of something that would help them remember each step. They could draw a picture of each step of the process as they saw it on the video. They could draw pictures of themselves going through the six steps. They could draw pictures of other things that helped them remember the process. After they were done drawing the pictures, I called on students to explain what they drew for a specific step, and then I had them share their drawings with the person sitting next to them.

This is the first time I've tried the drawing and artwork strategy and hope it helps the students remember the six step design process and what happens in each step of the process.