Feb. 2007 Survey Results Part 1

Today our HRD Crew was to meet. I decided to email them the first part of the Results and Analysis of the Feb. 2007 Survey on their Use of Pod Technology. I decided to email parts of the results rather than the all results. A little at a time might be better.

Prior to sending the email, I also received feedback to the question, would it benefit Crew to receive the content of the email and the other person to the question, how can I simplify the message?

Also, I was struggling with all those who responded as No Users. I'm thinking, could I make an impact? I decided to write step-by-step directions to access podcasts on the HRD website. Not only would they know more about the department's website, but they may realize that pod technology can be used without owning an iPod or device. I'm hoping that I am meeting a need identified in the study.

I received feedback from two Clerical staff members. I asked them to follow the directions of podcast access on the computer so that I can improve on the directions. They benefited from actually following the step-by-step directions and being able to access the podcasts.

That's two clerical that now know how to access podcasts and 87 HRD members who received the directions.

I have attached the email below.


HRD Crew,
HRD CREW completed a pod technology survey in October 2006 and the same survey again in February 2007. This is Part 1 of the Results and Analysis of the February 2007 Survey on the HRD Crew's Use of Pod Technology. Part 1 summarizes the number of all respondents by position and by Unit.
Of the 60 Producers, Coordinators, Directors, and Assistant Superintendent, 29 (48%) responded. Seventy-six Percent of the Teacher Development Unit and 50% of Lead-Non Instructional Unit responded. View the two attachments for more details. [nto attached in the blog]
More bookkeepers and clerical replied to the Feb. 2007 survey. Of the 27 Bookkeepers, Clerical, and Maintenance Staff (See attached HRD), 33% responded to the survey. Since the October survey, the November Crew Meeting activity focused on pod technology. At that time, Bookkeepers/Clerical realized that the survey was intended for them, too.
To view an HRD podcast:
1. Check that the volume of your computer is on.
2. Go to web/hrd
3. View bottom left of Home page below Adobe Reader and choose either
Podcast Corner Safari User (Mac User) or Podcast Corner Non-Safari User (PC User)
4. Below the User, click RSS feed (Admins, Teacher, or PD [Professional Development]
Providers)
5. View list of Titles and double click one to view.
6. Check sound volume of podcast (lower left corner).
7. Enjoy the work of HRD Crew!
To subscribe to HRD Podcasts using iTunes, click the attachment(not attached in the blog).

One by One

I visited a school today and showed the principal how to access podcasts through the RSS Feed on web/hrd. She wanted to know why the School Liaison hadn't shared it with the faculty. The School Liaison had offered to share it with the principal, had shared it with the grade level team, and her team of participants who attended last Summer's Instructional Coach Professional Development. Next step, is for me to mention it to the School Liaison so she can communicate with the principal for future sharing. The principal wants more information on the Tuning Protocol for her staff.

I visited a NESS (New Educator Support System) and asked the participants if they knew how to access the podcasts through web/hrd. They didn't although one person had accessed through browardschools. com. It was a challenge with the computer in the classroom but we accessed it through non Safari even though we were on Safari. I asked the participants if they would be interested in trying to access it at home? They're going to try.

One by One

I visited a school today and showed the principal how to access podcasts through the RSS Feed on web/hrd. She wanted to know why the School Liaison hadn't shared it with the faculty. The School Liaison had offered to share it with the principal, had shared it with the grade level team, and her team of participants who attended last Summer's Instructional Coach Professional Development. Next step, is for me to mention it to the School Liaison so she can communicate with the principal for future sharing. The principal wants more information on the Tuning Protocol for her staff.

I visited a NESS (New Educator Support System) and asked the participants if they knew how to access the podcasts through web/hrd. They didn't although one person had accessed through browardschools. com. It was a challenge with the computer in the classroom but we accessed it through non Safari even though we were on Safari. I asked the participants if they would be interested in trying to access it at home? They're going to try.

Difference between Limited user vs. Varied User in my study

I collected data in Feb. 2007 It is now mid March 2007 and I haven't completed the data analysis and reporting results. I have been in the process of analyzing the data but I find I'm continally thinking on how to analyze, how to determine which patterns are most relevant, what criteria need to be identified in the categories, how to align the Fall analysis and results to this current Winter results. It is on paper in draft form not ready to be published. What has helped to make a decision is attending the learning community, observing what participants are doing, examining the data, and reflecting upon my new learning, and making new meaning.

Four categories of types of users of pod technology has evolved in my study, No Use, Limited User, Varied User. I'm adding Advanced User to this Winter's result. The most difficult decision was how to determine a Limited user vs. a Varied user. As the researcher, I decided to include those who have multiple ways of showing use in the Varied User. That sounds simple! However, some comments were: "I was struggling"..., "my overall experiences have been difficult" and "composed my first podcast". I was weighing where it best fit.

I've concluded that the in the learning process, one struggles, is finding difficulty, and is initiating the task. The learning is occurring !!!! Yeah! In addition to the other ways of using pod technology, these participants are steaming ahead as Varied Users!!!

Podcast on Elementary Science

This almost 5 min. podcast developed by Randee Deich and, hopefully, soon to be on the HRD website was worth watching for me and will be valuable for others. The teacher shared his passion for his role in education. Is it a butterfly home! No he describes it as "a butterfly palace"! I love it! What passion in his love for children, for learning, and in his sharing his work. He comments, "Children talk about it!!! " Wow! If more teachers can be excited like he is when children TALK, more students will be engaged and learning!

Attended 1st iPod Learning Community

Here it is March and I finally participated in a face-to-face Learning Community. That's an AHA. Due to other work commitments, I was unable attend the last three sessions, although two were recorded elluminate sessions that I did view. The third session was not recorded. The second AHA was how beneficial it is to see faces and have a conversation on what others are working on in relation to pod technology. Three, I concluded firmly that the levels of pod activity does not have to be pivoted on whether the participant is creating a podcast. I highly regard the knowledge and skill of others who are creating them but there are some participants who are examining other areas of pod technology. I would like to view the podcasts created by our colleagues and am interested in learning as much as possible. Four, I am now more aware about the process of creating a podcast.

Today, I did view some podcasts. One had no visuals. I would find it helpful to have some words on the screen, especially when the photographs of people are a little fuzzy. It would add variety but it can be used to summarize or point out valuable information. However, I am providing this feedback as a viewer. I'm sure that it may be a challenge to combine both words and a movie. A second podcast had no people or no movement. A powerpoint with a colorful border displayed visual pointers while a speaker's voice was heard and the content was focused on the topic but the speaker did not read the powerpoint. I found the presentation reinforced my knowledge of topic. I do admire the work of the creator and the topics are relevant to my work.

Barriers in Developing Podcast in Two Studies

Tanya's January study identified the greatest barrier in developing a podcast as the technology (compared to not coming up with the idea, writing script, or receiving feedback). In my February study, some examples of difficulty in technology were identified as the following: video cameras not working, iPods breaking, unavailability of a video camera, and a tedious editing process. Other replied who totaled ten percent of the respondents indicated lacking comfort and ease of learning technology, a barrier to using iPod technology.

Process of Analyzing Data from HRD Crew

I'm analyzing the data collected in February. There are many ways to analyze this data such as:
1. Description in the user levels.
2. Number of responses in each user level.
3. Number of responses in each HRD unit.
4. Number of responses in each general job category, leadership, producer, clerical.
5. Number of responses from the iPod Learning Community members.
6. Total number of responses.
7. Number of no responses.

Also, I can compare the data between Oct. and Feb.
1. Description in the user levels.
2. Number of responses in each user level.
3. Number of responses from each HRD unit
4. Number of no responses of those in and those not in the iPod Learning Community
5. Pattern of increase/decrease in user level of those who were in the iPod Learning Community from the Feb. list, the Oct. list, or both times.
6. Number of no responses
7. Comparison in number of responses from the 3 general categories, leadership, producer and clerical/maintenance group.
8. Change of level of each respondent.

I see there is a need to:
1. Add user levels from Feb.
2. Provide a learning opportunity, support, and/or coach those who are unaware or are No User to help them reach the next level.

AHAs!
I'm amazed how much analysis can occur with this longitudinal data.
I emailed the request two times. I wish the number of respondents were higher.
I'm thinking that many who did not respond were more likely to be in the No User Level than the Varied or Advanced Levels.
I'm curious to the reason some did not respond: didn't want to bother, "don't do surveys" (as one member shared, didn't want to write they were no users, forgot, didn't realize a No User is still an important response to a survey, hesistant to respond to a survey when person did not know what pod technology was.
One of HRD's crew meeting after the Oct. survey highlighted pod technology and participated in small group conversations about pod technology.
With qualitative data, levels were determined and categories were created from what was written by the respondents.
If users added more description, I wonder if it would have fitted into another user level.
I accepted those that came in after the one week time. One was received 12 days after last request date.
Data is very interesting!
Data analysis takes a long time.
There's a need to be accurate in the data analysis, whether qualitative or quantitative.
Since in some ways, I'm more cautious, it takes me longer to complete tasks.
Most critical need to be shared.
I wish I could complete this analysis before tomorrow's iPod Learning Community.

Sharing the new information

A couple of weeks ago, I had shared with a NESS School Liaison how to access podcasts from the RSS feed on the HRD website. I met her yesterday to focus on her School Liaison Action Research study.

She was pleased to share with me that she had demonstrated how to access podcasts on the HRD website to several teachers who attended the summer Instructional Coach Professional Training and who are on her Induction Team. In addition, she demonstrated accessing podcasts to her 5th grade team. With her team, they were unable to experiment it themselves due to lack of time. Our HRD Director's motto, "One teacher at a time" is working!

Then I explained that the principal said, " I don't know about podcasts and blogspots." I suggested that she make an appointment with her principal to show her how to access podcasts as an intervention to assist teachers and blogspot where the School Liaison's Action Research relating to the site's needs is work-in-progress.

Coaching the use of viewing podcasts

Although I have emailed written directions and the HRD website to view podcasts to NESS School Liaisons who forward the email to their site's participants, I do not know if they actually view podcasts. I want to know if the NESS School Liaisons are actually using podcasts as a resource for their NESS Instructional Coaches and New Educators.

As I visit NESS School Liaisons to support site-based Induction, I ask, "Are you viewing the podcasts on the HRD website as a resource?" If the School Liaison's reply is no, I ask if I can demonstrate for them.

I have asked three individuals and have replied yes. In one instance, the respondent was unable to enter Safari from her laptop and would need to seek support from the technology contact. She had been doing her work and can access the internet at home. We used my laptop and were able to view the podcast. We discussed who she can share this new learning. While I was leaving the school, the principal said she did not know how to access the podcasts but could not spend the time to learn. She had t attend to a commitment. I will share with the School Liaison so she can be the teacher to the principal! In the second instance, the respondent was in Safari but was unable to access through the RSS Safari feed. So we viewed through the RSS non-Safari feed and it worked fine. We discussed how she would be able to share this resource with her participants. In the third instance, the respondent was able to view the podcasts immediately. She excitedly, responded that she since her principal asked her to prepare an agenda item for the next faculty meeting, she plans to show this resource with the LCD projector and computer. She will immediately share this new learning and will build capacity! I am discovering that School Liaisons, although they may have received the information, have not viewed a podcasts in 3 of 3 instances. I will continue asking and offering my assistance.

Longitudinal Study

A longitudinal study is a correlational research study that involves observations of the same items over periods of time (Wikipedia). A longitudinal study tracks the same people and observes the time order of events. The observations characterize patterns of the subject responses such as changes between subjects and from comparisons between measurements for a single subject (Pahwa, Punam, 2002).

In my study, I will compare the use of pod technology betweem October and February 2006. The group I am using is the HRD staff. I will examine patterns of responses about the use of pod technology between the subjects and comparisons of the two measurements of a single subject. I am now collecting the data.

Collecting Same Data Four Months Later

On Oct. 7, 2006, I requested HRD Crew members to respond to the following two questions:
1. What experience(s) have you had in using pod technology?
2. What are your barriers to using pod technology?

After sharing the data analysis with the Crew and waiting four months, I asked the same two questions to the HRD Crew.

The similarities of the two surveys are:
1. Same two questions
2. Same group of participants, HRD Crew. Although a few members may have left HRD since Oct. 6, 2006 and a few members may have been hired after Oct. 6, 2006, all members are encouraged to respond.
3. Request was sent by email
4. The request to reply was a one work week, Mon. through Fri.

The differences between the Oct. 7, 2006 survey and Feb. 12, 2007 survey procedures are:
1. The word "all" was added to the email greeting. If I spoke to a clerical staff member, I mentioned the email request.
2. The time is four months later
3. The February replies are in reference to their experiences after Oct. 7, 2006

I wanted to ask the question, What contributed to the change, if any, from Oct., ? However, to be consistent, I only asked the same two questions.

There is the possibility that I could consider asking particular respondents further question(s) based on their responses. I will wait at this time to ask other questions.

I believe this is a longitudinal study and will do some research on that topic.

First Time Elluminate Moderator

Although this is an iPod Action Research Learning Community, my topic will be focused on the role of the elluminate moderator, another new technology learning for me. I learned from the moderators of the Learning Community and from the Session 1 moderator of the Elluminate NESS Action Research Learning Community. I’m sharing my reflection because these are strategies that worked for me and/or I would like to continue utilizing them.

Prior to the session:
Email participants resources they might to refer during the session.
Hold a mock session with two or more colleagues to practice the responses and actions you might use. Accept feedback.
Email a co-moderator’s phone number to participants to contact, if technology assistance is needed.
Ask your co-moderator to be located at your same site so that he/she can provide on-the-spot feedback.

Just before the session begins:
Have written materials all placed, in front of you, and earphones on.
Write the phone number of the co-moderator for participants on direct messaging to contact in case they need assistance so you can begin on time.
Communicate with participants after they have checked on the Audio Setup Wizard. Then ask each of them to practice:
Speaking in the microphone
Listening
Writing on the direct messaging and whiteboard
Record the session and share with the participants the URL address so you and they can learn from the experience.
Encourage participants to communicate in various methods by modeling, use orienting statements especially to activities engaging the learner, ask for a response from participants (e.g. polling) at the beginning of the session, and ask probing questions from responses to deepen the thinking.

Begin on time.

These might be in the tips on elluminate. However, by writing I'm learning and might receive additional tips from comments.

Limited resource of 1 video for 36 staff members

When I researched the availability of video cameras for the HRD staff at NCAO-3rd floor, Effective School Program Unit has the one video camera for its 17 staff members and for the 19 members of the Teacher Development Unit. Staff must contact Ruby Madoo of Effective School Program Unit to borrow the video camera. The one video camera for developing film resources for podcasts is very limited. Does the resource match the work?

Effective Elluminate moderator

Compliments to Randee Deich on his effective moderating skills on 1-9-07 for a NESS School Liaison Action Research Learning Community # 1.

Randee:
1. Used a reassuring, relaxing, and calm voice tone. The speed of his dialogue was easy to follow.
2. Helped participants become comfortable by being prepared, talking to them before the
session to be ready for the 4:00 start time.
3. Arranged another moderator to be available by phone to assist with technical issues
4. Started immediately at 4:00 pm and completed session very close to 5:00 pm.
5. Used powerpoint and internet websites effectively.
6. Invited all participants to share from the beginning and without stress
7. Provided feedback, reiterated, made connections to the work, and provided positive as well
as thoughtful comments

What effective modeling! Thank you, Randee.

Elluminate as a participant and future moderator

I have viewed the ipod Learning Community recordings, and have participated in a PDCC (Professional Development Coordinating Council) and Teacher Development Unit elluminate sessions. Reflecting on the effectiveness of the participants' learning and preparing to moderate in the future, I am increasing my comfort zone regarding elluminate sessions.

Even though some of points below have been published in the elluminate website, I have learned from my own experiences as a participant. The moderator's effectiveness is increased when:

1. The content of participants' response is acknowledged by a specific praise, reiterated, summarized, or strengthened by an extension of an idea rather than only a general praise
(e.g. wonderful).

2. Activities are prepared in which all participants are encouraged to share rather than only those who volunteer and/or feel confident with the technology, process, or the content. From a direct messaging or poll, the facilitator can encourage a participant to elaborate on their message.

3. Facilitator increases the encouragement of all to share.

4. Participants are engaged through: speaking, direct messaging, writing on the whiteboard, and polling.

5. Participants speak to a neighboring participant (know who is a neighboring participant) for a few minutes or phone another participant (know phone number for those not physically close) for a pair share prior to sharing input to the entire group. This is especially important when the numbers of participants are high. Some will be more comfortable to share after a pair share.

I will be moderating a session soon even though I am hesitate to attempt this challenging task of moderating. However, practice will improve my skill and confidence as a moderator.

Reasons for no Clerical Response on 10-06 Survey

I emailed the survey request to the entire HRD crew including clerical, producers and directors in October. However, no clerical responded. So I interviewed some of the clerical who thought that the survey response was only expected from the producers and directors. In addition, none had felt that they could check out ipods or join the ipod learning community.
At the November HRD Crew Meeting, the learning activity for the meeting was introducing the ipod technology, podcasts to the entire crew, and sharing the action research work of the producers. I sat at the group table session with the Director of HRD and many clerical members. When I asked about the involvement of clerical to ipod technology learning, the Directors responded that each clerical can make his/her decision on the needs of professional learning.
There can be ways that the clerical can implement use of the ipod technology to their work. It might included podcasts or a learning community through Elluminate/Ebot.
Hopefully, with this ipod examination and comment from the Director, clerical will choose to take time to learn and use ipod technology and respond differently to the next survey requested of all crew members.