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.
Thursday, February 22, 2007
Wednesday, February 14, 2007
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.
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.
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.
Monday, February 12, 2007
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.
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.
Sunday, February 04, 2007
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.
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.
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