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.