Updated AR Plan

Updated Action Research Planning Table

Action Planning Template
Goal: How can we increase enrollment in Computer Science and STEM courses in CISD, especially for women?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Setting the foundation. Meet with site mentor and campus Principal to discuss the importance of Computer Science (CS), and the value of engaging young women in STEM courses.	Linda Woessner Meet with Shawn Duhon Rebecca Rollins Sharolyn Overby	Nov 28 - Dec 2	Email, Set meeting times	Completed meetings and discussions.
2. Analyzing Data. Research and collect available resources to understand the status of CS Classes and enrolment in CISD as compared to the State and National rates.	Linda Woessner Coordinate with local CSTA members Use information from CSTA and ACM websites, and others	Dec 2 – Jan 2 (and ongoing)	Internet search of available resources of all types. Discussion Groups. RSS.	Written summary of information gathered. Numerical data compiled in charts and graphs wherever possible.
3. Developing Deeper Understanding. Survey the current student population to determine attitudes towards CS. Compare differences in attitudes between male and female students. Continue to look for current research.	Linda Woessner Carroll Sr. High STEM teachers and guidance counselors	Conduct survey from Jan 17 – 31. Data analysis from Jan 31 – Feb 29.	On-line and paper survey.	Completed survey by as large a population as possible. Data summarized, analyzed, and broken down by gender.
4. Engage in self-reflection. Examine CISD course offerings and policies to determine if there are any ways to broaden the appeal of CS courses for all students, especially females.	Linda Woessner Shawn Duhon, Carroll Sr. High Teachers	Feb 1 – Feb 29	School policy descriptions, and course descriptions.	Written summary of results.
5. Exploring Programmatic Patterns. Begin to formulate ideas that could be implemented on our campus to encourage increased participation in CS and STEM courses.	Linda Woessner Discuss and receive input from Campus Decision Committee, Department Coordinators, and Guidance Department	Feb 1 – 29, 2012		List of potential ideas.
6. Determine Direction. Choose specific steps to be taken.	Linda Woessner Shawn Duhon, Sharolyn Overby	March 1 - 23	Resources dependent on plan of action.	List of ideas we can implement on our campus.
7. Taking Action. Develop a written plan of action. Include the following: a)Promoting National CSEdWeek to raise awareness of CS Education in the district and community. b)Actively recruit during course enrollment period, and c)Rewrite CS course descriptions	Linda Woessner Coordinate with Campus Webmaster, Publicity Department, and KDGN team. School Counselors, and Campus Technologist	CSEdWeek preparation and planning: Nov 1, 2011 to Dec 10, 2011 Enrollment period: Jan 2012	Promotional Materials: Posters, video announcements, website updates, flyers, district email blast	Successful promotions during the week of Dec 4 – 10, National CSEdWeek
8.Sustaining Improvement. Analyze results and revise plans for following year, continuing to follow current research.	Linda Woessner, Shawn Duhon	April – May 2012	Research and Data	Monitor enrollment statistics, hopefully to see a trend towards more students, and  a higher percentage of females

Action Research Project update

Action Research Project Title:

How can we increase enrollment in Computer Science courses in CISD, especially for women?

Blog URL: http://woessneredu.blogspot.com/

Number of AR Project Documented Hours: approximately 40

AR Project Summary (at least 250 words):

Universities in the United States are not producing enough Computer Science graduates to fill industry demand, and women are a shockingly small percentage of those students. As our society is becoming more and more dependent on technology, the expertise required to drive this industry is largely being ignored in our school system. Computer Science jobs are regularly associated with high quality of life, and good pay, and women have historically been a large part of the field.

I want to find out what current research is available to explain these issues, and find and develop some ideas to overcome them. I would also like to network with other high school computer science teachers to discover what they are doing to increase enrolment and encourage women to try Computer Science. My plan is to test some new ideas at my high school, see if any are successful, and share my experiences with other Computer Science teachers.

Flipped Over World Geo

Video Project: Flipped Over World Geo
Created by: Terry Heath, Susan Martin, and Linda Woessner

The following short video was produced as an introduction to a high school "Flipped" World Geography Classroom!

http://www.youtube.com/watch?v=HcSXWm4eR2Q

EDLD 5363 Web Conferences

Web Conference Summary June 9

June 9, 2012 9am

Kay Abernathy led the web conference which focused on answering questions. There were a few audio problems, and only two people out of the 8 attendees were using their webcams, for various reasons.

Prof. Abernathy went over the assignments for week 1, and answered our questions. She explained in depth how to generate and use embedded code in order to publish our videos on youtube.

We discussed how web 2.0 has changed things so that we are now contributors instead of just passive receivers. The internet has changed so that it is no longer just a place to find information, but it is environment to allow each of us to contribute to everyone else’s knowledge!

Web Conference Summary June 11

June 11, 2012 7pm

I’m not sure what happened tonight. I logged in and tried to get on the conference call. It doesn’t seem that anyone else is here. I checked the course announcements and my email and didn’t see a cancellation notice. Oh well, sometimes things happen, especially when you’re dealing with technology! When glitches happen, you have to learn to roll with them. In class, when surprises happen, I try use the opportunity to let my students see that no one is perfect. We can use these opportunities to think of new approaches and alternatives. Sometimes the unexpected things can lead to the best lessons, even if they weren’t part of “the plan”! Other times surprises can lead to chaos and lesson-disaster in the classroom. In those cases, you have to laugh and acknowledge a greater life lesson!

Web Conference Summary June 30

June 30, 2012, 9am

Kay Abernathy hosted the conference which began with the usual audio and video issues. There were also communication problems with the chat so it seemed that, for most of the conference, Kay wasn’t able to see what we were typing. It’s frustrating that a major portion of these conferences always seems to be consumed with these types of issues.

In spite of all, the most important part of this conference was clarification on the assignments. This week (week 4) is mostly a work week, with the final project due next week. Still, there are 5 assignments due for this week, and is isn’t clear what needs to be turned in to get  credit. On the documents where there doesn’t seem to be anything to enter, we just need to make a note that we are working and submit it. She just wants to see progress.

There are some issues with everyone not receiving credit for the wk1 assignments, but she told us all to double-check. If we don’t have credit we should email her (kayabernathy@gmail.com) or call her (409-782-0100). She assured us that she is not a “gotcha” person. She wants us to be able to be successful, and will do whatever she needs to help us.  I really appreciate her attitude. It is very reassuring in this often unclear virtual environment!

For week 5, we will need to submit our progress on our action research plan and the internship hours we have completed! Videos will be due next week!

Standards and Performance Indicators for Digital Story Assignment

One view of learning holds that “learning requires people to personally integrate and make sense of new information while they are applying it in their daily lives. In this view, learning requires struggling to understand how new information meshes with existing knowledge and how to integrate into complex skills and abilities. (Shank, 2009) This week in our assignment to create a digital story, we were required to learn how to use a new tool (Photo Story 3, in my case), and apply it using something from our personal lives. We had to struggle with new information regarding new software, but the requirement that it be personal gave us immediate connections to prior knowledge and understanding. The technology and leadership standards most applicable come from TF/TL-1 (Williamson, 2009) and include the abilities demonstrate knowledge and skills as well as demonstrate continual growth in technology and skills. Not only were we able to learn and demonstrate new skills,  but I think that the addition to my skill set will enable me to use  this tool in the classroom as well as recommend it where appropriate for other teachers (TF/TL-II). Practically speaking, I now also have a example to help teach the software to either students or teachers.

Shank, P. (2009, May 5). The value of multimedia in learning. Retrieved from Think Tank: http://www.adobe.com/designcenter/thinktank/valuemedia/

Williamson, J. &. (2009). Technology Facilitation and Leadership Standards. What Every K-12 Leader Should Know and Be Able to Do. Eugene, Oregon: International Society for Technology in Education.

Web Site Implementation in K-12 Classrooms

Web sites can be used in many different ways in K-12 classrooms, including the following:

1)   Communication. The most obvious and common implementation is for teachers to use a web site to post information for students and parents, including course calendars and important information.

2)   Course management. Expanding on the first level, classroom sites can be expanded to become course management tools, where course materials are posted and can be accessed from school, home, or anywhere through the internet.

3)   Activities and participation. The class website can be used as an interactive tool, providing access to educational activities to enhance learning.

4)   Assignments. Class websites can be places for students to organize and generate information for class assignments.

5)   Collaboration. The class website can be expanded to provide opportunities for students to communicate with teachers, or students to collaborate with other students.

6)   Assessments. Assessments and evaluation tools can be utilized and administered through a class website.

7)   Creative Learning. Web applications can be used to develop creative learning projects connected to class websites.

8)   Eportfolios. Students can use web sites to create personal Eportfolios to improve motivation, creativity, and reflection on their work.

EDLD 5366 Digital Graphics and Web Design

Course Reflection

I thoroughly enjoyed this opportunity to gain some experience with some new tools that can be incorporated into my classroom. I often hear about amazing new tools and technology, but don’t always have time to explore them. I enjoyed the opportunity to choose an application, reflect on how it might be used in a classroom, and actually take time to learn it well enough to develop a sample of something that could be useful. The lessons in this course had relevance on many levels, corresponding to the learning hierarchy described by theories such as Bloom’s Taxonomy.¹

Initially, we were required to learn some new tools such as Scratch and Google Sites, and some principles such as C.R.A.P.² on a literal level. Next we applied our knowledge and understanding to develop educational material. Then we divided into groups to analyze and evaluate, resulting in creation of a web site that stretched and cemented our knowledge so that we will be able apply it in new situations. Finally we were encouraged to reflect on what we have learned, providing another opportunity to take our learning to the highest level.³

Personally, I have previously had some experience with Scratch, using it as a tool to generate interest and introduce programming concepts in my Computer Science classes. It was fun and interesting for me to see the same tool used in a different learning context. I also enjoyed the collaborative website project. I have often seen websites as a tool for collecting and publishing information from teacher to student, but have not thought to use creation of a website as a creative learning experience for something other than creating websites!

As much as I enjoyed being brought through the levels of learning as a student, as I also really appreciated, as a teacher, the demonstration of how to use technology to transform learning and apply sound educational principles in the classroom. I’m excited about the possibility of using this course as a model for application of technology to enhance learning in courses I am currently teaching.

¹ Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/19/2012  from http://projects.coe.uga.edu/epltt/.

²Williams, R. (2008), The non-designer’s design book: design and typographic principles for the visual novice. Berkeley, California: Peachpit Press.

³Barrett, H. (2005), Researching Electronic Portfolios and Learner Engagement [White paper]. Retrieved from http://electronicportfolios.org/