The Time Trial - Preparing to Qualify

January/February 2010 Overall Research Question: How will utilizing technology in the classroom inspire students to learn and for teachers to collaborate/knowledge-share within Professional Learning Communities?

Research Question: If I introduce the usage of technology as a new lateral-entry teacher (transitioning careers from corporate to the classroom) to other teachers (new/seasoned) within Professional Learning Communities, will the level of acceptance, collaboration, and knowledge-sharing of technological ideas enhance or decrease the effectiveness of the PLCs?

Background Information: In August 2009, I was hired as an Information Technology Education teacher at Phillip O. Berry Academy of Technology. Shortly after being hired, I had a meeting with the principal (Mr. Donald Fennoy) with an idea about collaborating with new and seasoned teachers to see if a framework can be developed to see how we can increase the learning and test scores of students who were taking some of the subjects that had low scores (i.e., Physics and History). After my talk with the principal, I felt obligated to see how I can be of any assistance for other teachers in different subject areas at my school that had the challenge of increasing test scores. Furthermore, I wanted to see if utilizing technology in different subjects could help make learning fun for students as well as have them master the subject matter.

Action Taken: First, I wanted to get to know my fellow teachers within my school without them feeling like “Who is this new guy trying to invade my space?” Second, I wanted to be a resource for the IT support staff that provides our technical support and technology integration services in the classroom without them feeling like I was trying to do their job. Lastly, I wanted to ensure I was going assist my fellow Professional Learning Community by sharing my technical experience (over 18 years) and to perform well within my own subjects that I had to teach (i.e., Computer Engineering Technology I, Digital Video Production, and Web Design) in my first year teaching without jeopardizing the learning of my own students. These were some of my challenges transitioning into a new role as a teacher and working in an environment involving teachers and staff members who have less than 4 years of teaching experience or with teachers who have 4 or more years of experience teaching.

From August 2009 to December 2009, it seemed like I was introducing myself to a different teacher everyday in passing going to a meeting or during lunch in the faculty break room. The way I would introduce myself to them was very casual (with a nice smile) in a sense of welcoming them to get to know who I am, what I am teaching, and where I was prior to joining the Phillip O. Berry Academy of Technology family. Another time that I was meeting teachers was during my Beginner Teacher meetings and staff meetings. As part of my Beginner Teacher orientation, each teacher is assigned a mentor and a group to participate in where you get to know your peers in different settings inside/outside the work environment. The new teachers who I have established a firm rapport with are Mr. Rivas (Physics) and Mr. Hammill (U.S. History). Mr. Rivas is part of the Teach for America program and he is a recent graduate of Duke University. Mr. Hammill is a recent graduate of University of North Carolina of Charlotte. Some of the other teachers that I have established a firm rapport with outside of my PLC are: Mr. Howard, Ms. Boyd, and Mr. Ames. These teachers are part of the English PLC. Two additional persons who I first met early on are Mr. Saintvilus and Ms. Suggs. They serve on our IT staff as the Network Engineers for our school. My last group of teachers that I have met is part of my Information Technology PLC. Their names are Mr. Clemons, Mr. Malave, and Mr. Hicks. We met weekly on Mondays to discuss various topics relating to Power Outcomes (objectives that students must learn), SMART Goals, and creative ideas for labs for each of our classes.

Each member of the PLCs involved (with an exception of 3 teachers - one teacher from each PLC) has agreed to serve as co-researchers for my action research project. Despite our busy schedules, we all managed to meet regularly once a week to discuss ideas for a framework to integrate technology in the classroom as well as talk about what would make each of our jobs easier with or without technology. Please understand that our school is a technology magnet school and that technology that was available may or may have not been used heavily in each classroom as you would probably expect. Again, my only task here was to establish an ongoing rapport to be involved with other PLCs as well as my own.

Evidence for Evaluation: During this cycle, I wanted to find out more about my colleagues and their thoughts towards PLCs and the use of technology in the classroom.

After reviewing the data, 6 of the teachers surveyed were between the ages of 27-44. 2 of the teachers surveyed were between the ages of 18-26 and 2 of the teachers surveyed were between the ages of 45-99. 6 teachers have been teaching for 1 to 4 years and 4 teachers have been teaching 5 to 12 years. 3 of these teachers surveyed were in the English PLC, 3 teachers were in the IT PLC, 3 teachers were a part of another PLC, and 1 teacher was in the Science PLC. 8 of 10 teachers felt that the PLC was effective for collaboration and knowledge-sharing. 5 of 10 teachers felt the PLC was vital to their professional development and 5 teachers were not sure or they felt like it was not vital to their professional development. As far as using technology in the classroom/work environment, 8 teachers use technology and 9 teachers would use computer-aided learning if given the opportunity to do so for their students. Lastly, most teachers would like to attend a technology demonstration during their PLC meeting and they use a computer for home/school use.

Here is a list of questions alongside the responses that were supplied in a survey conducted in November 2009:

Q1. What is your age group?