Draft+Action+Research+Project+for+EDLD+5397

** Mary L. Thrasher ** ** Lamar **** University ** ** Author’s Note ** ** Master’s degree candidate in Educational Technology Leadership ** ** Thrasher.mary@gmail.com ** Needs Assessment: The special education department saw a need to effectively implement the iPods at the high school. San MarcosHigh School received iPods for the special education teachers to use with their students remained in boxes in the library. Teachers were not using them. Through another grant, 100 iPod touches with a Mac laptop were purchased for the same high school. The special education director asked me to research what would be need to implement this iPod project and what support would be needed for the teachers. The question was also brought up about what effect would iPods have on student achievement with learning disabilities. While iPods can potentially improve the learning for students, it can also provide a distraction in the classroom. Teachers and students will need to take a users course and technology expectations will need to be addressed from the beginning. Teachers will need to know the school district’s policy and procedures for internet usage. Duke’s study also revealed that some faculty members were not a match for the iPods and that some faculty members required more extensive training than others. Knowing this ahead of time will allow us to prepare for this in advance. Our professional development will need to be individualized based on individual needs. We will need to be aware of the limitations set with using a PC versus a Mac when transferring data. Teachers with PC background will need initial training in Mac usage. As I work collaboratively with my mentor, we continue to discover new challenges and obstacles. Getting the iPods into the hands of the students this year has been progress. I do believe we will see an increase in student achievement as a result of using iPods in the classroom. [|Pros of Having iPods in Class | eHow.com] [|http://www.ehow.com/about_6122874_pros-having-ipods-class.html#ixzz1pDk1Idss]
 * Ipods Effect on Student Achievement in the Co-Teach Secondary Classroom **
 * Objectives and Vision of the action research project. (ELCC 1.1) ** The inquiry question I asked, was “What does SMHS special education department need to propel this project?” Through surveying the teachers involved, we will be able to determine what logistically needs to be in place, what training or equipping the teachers need, and how will the iPods be managed? The research will be used to determine what the teachers need to fully utilize the iPod project. It will also to be used to resolve the issues of no usage and the hesitancy to use the iPods in the classroom. Teachers will be encouraged to participate in the project if they teach in a co-teach section.
 * Review of the Literature and Action Research Strategy – ** Handheld devices are not new to the classroom. Classrooms have used tape recorders for decades. Students have been known to become more engaged when they are in control of their learning. Teachers will be able to offer digital content to students when they have been absent, or for previewing a lesson’s content before class. By providing this information through pod casting or videos, students will have the benefit of playing and rewinding any portion of the lesson. DukeUniversity found that iPods in the classroom could pique student’s interest in classroom discussions. (June, 2005) Through Duke’s initial iPod project, teachers were found to keep lectures and course documents electronically, which allowed students to have twenty four hour access for studying anytime or any place. It was also discovered that audio intense classes were accessed the most post class. This provided the students an opportunity to listen to class lectures again as an alternative to their notes. Students and faculty both reported using the digital recording tool the most. (Duke, 2005)
 * Articulate the Vision (ELCC 1.2) – ** This student will communicate this action research project to the staff of the high school where the iPods are in use. The vision of the project will be to outline the process needed to fully implement such a project. We will want to disaggregate the data and create a plan that can be used by other schools that wish to implement any handheld device project in their school. There is not a need to share this result with the parents, students, or the community; unless the campus will be considered for an upgrade to purchase one handheld device per student.
 * Manage the organization (ELCC 3.1) – **** Several data collection strategies will be used during this process. The special education co-teachers will serve as my focus group. Interviews will be conducted at the end of the year. The research will also include other districts and schools that have implemented iPods or iPads in their schools. Since I am not a school district employee, I am only able to have access to the teachers and the classrooms when it is convenient for the staff. There will not be any expenses for this project and I will be solely responsible for completing the research project. Students will not be directly engaged for this research and thus will not be put at risk. **** Manage Operations (ELCC 3.2) – **** Collaboration with my mentor and with the high school staff is the key to determining the operations of this project. ** The Dana text on action research provided the assistance in determining the steps needed to complete the project. Throughout this process, I can see where other projects could focus on different aspects of this project. I will need to stay focused on my vision for the research and not let other needs distract me. I do not see opportunities for conflict in collecting the data. The only conflict will be time and getting the teachers to take the time to complete the pre and post surveys. It is my hope that my mentor will be pleased with the implementation of the project and the results in student achievement.
 * Respond to Community Interest and Needs (ELCC 4. ** 2) – Since this project has the potential to lead our district in funding more handheld devices like the iPod or iPad, I feel the results will be of great interest to the faculty, the administrators, and the school board. Community member’s interest will pique when the results are published and other schools desire to replicate the model. References:


 * Duke University iPod First Year Experience Final Report, June, 2005. **
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