Action Research Project Update 9-29-2012

Curriculum Improvement Through 6th Grade Technology TEKS Integration The action research project that I chose deals with the integration of the technology application TEKS in 6th grade classrooms at Lumberton Intermediate School. I chose this project because I am concerned that the technology TEKS are always overlooked when teachers think about their responsibilities in the classroom. Many think that the computer lab paraprofessional should cover these TEKS. The problem with that line of thinking is that students are not scheduled in the computer lab at all or more than nine weeks out of the school year. Also, research shows that the integration of technology into the core curriculum increases student test scores. Currently I am working on documenting the list of technology TEKS that the 6th grade teachers have indicated that they teach throughout the school year. I will be comparing this with the information collected through the walkthroughs that the principal and the assistant principals will be doing over the next semester. I am also looking for more research evidence that teaching the technology TEKS in the core curriculum improves student learning. In making observations, I have found that not all teachers who marked that they are teaching multiple technology TEKS throughout the school year are actually checking out laptops or taking their students to the computer labs. We are currently implementing a BYOT program this school year. Almost every 6th grade student on campus will have permission to have a device on campus. This will help with the shortage of computers to use with the technology integration. As a result of the discoveries found by this Action Research Project, I am working on training that will help teachers understand what integration truly looks like in a classroom and what level of integration they are currently implementing.

EDLD 5397 Week 03 Web Conference Reflection This web conferences was very informative. There was a detailed discussion concerning the requirements for the LCE test. Participants were encouraged to take the LCE test as many times as we can prior to our last course ~ EDLD 5398. One of the participants noted that a passing score was 36 correct out of 45 questions. Another important topic of discussion was the ILD training. Many of the participants were frustrated because this week long course cost $400.00 at the region service centers and $450.00 when it is taken online. With the cost of school, it is hard to come up with extra money. The ILD training is a requirement set out be the state of Texas in order for you to receive your principals certification. Also, the instructor informed the participants that another training we will have to take is PDAS training. This training is normally done after you are hired by a district in the role of AP or Prinicpal. Ms. Borel encouraged everyone to take the Technology Application Certification Test. She said we were all very capable of passing this test at this point in the master’s program. Lastly we were encouraged to contact Dr. Roy Benavides if we have not been contacted by a field supervisor.

UDL Lesson Reflection

UDL Lesson Reflection
Mary A. Johnson
EDLD 5364
March 9, 2012



The Universal Design for Learning website offered great insight to help with the process of building a lesson addressing the needs of diverse learners within a classroom. Designing lessons with only the average child in mind is no longer acceptable and the UDL lesson template eliminates that from happening by focusing the teacher’s attention on learning goals, the lesson materials, methods used within the lesson, and what formative and summative assessments will be administered during the lesson or unit duration. The foundation of the UDL is its principles. Looking at the lesson with the multiple means of representation, multiple means of expression, and multiple means of engagement in mind, definitely help a teacher diminish stumbling blocks for students and helps get the most out of their learning.

When building the lesson for this project, it was important to focus in on the three brain networks that were discussed on the lesson builder website for CAST. Using that new knowledge about the what, the how, and the why of learning, helped define these areas and adjust for the individual needs of all students in the classroom. Creating different products throughout the lesson really helps in addressing the UDL principles and customizing the learning for each student. Each section of the lesson plan builder makes teachers stop and think about and adjust for the individuality of all learners.



References:

CAST UDL Lesson Builder. (n.d.). CAST UDL Lesson Builder. Retrieved March 9, 2012, from http://lessonbuilder.cast.org